Post on 24-Jul-2018
IMPROVING STUDENTS’ SKILLS IN WRITING RECOUNT TEXT BY
USING MANGA STRIPS
(A Classroom Action Research Study at the Eight Grade Students of SMPMuhammadiyah 1 Gatak in the Academic Year 2016/2017)
THESIS
Submitted as A Partial Requirements
for the Undergraduate Degree in English Department
By :
UNIK FADILLATUS SALIMAHSRN. 123221309
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUITE OF SURAKARTA
2017
ii
ADVISOR SHEET
Subject: The thesis of Unik Fadillatus SalimahSRN : 12.32.2.1.309
To:The Dean of Islamic Education andTeaching Training FacultyIAIN SurakartaIn Surakarta
Assalamu’alaikum Wr. WbAfter reading thoroughly and giving necessary advices, here with, as the
advisors, I state that the thesis of :Name : Unik Fadillatus SalimahSRN : 12.32.2.1.309Title : Improving Students’ Skills in Writing Recount text by Using
Manga Strips (A Classroom Action Research Study at the EightGrade Students of SMP Muhammadiyah 1 Gatak in the AcademicYear 2016/2017)
has already fulfilled the requirement to be presented before The Board ofExaminers (Munaqosah) to gain Undergraduate Degree in English EducationStudy Program.
Thank you for attention.Wassalamu’alaikum Wr. Wb
Surakarta, 27 January 2017
Advisor,
Dr.H.Giyoto, M.Hum.
NIP. 19670224 200003 1 001
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CERTIFICATE OF ORIGINALITY
This is to certify that :
Name : Unik Fadillatus Salimah
SRN : 123221309
Title : IMPROVING STUDENTS SKILLS IN WRITINGRECOUNT TEXT BY USING MANGA STRIPS (AClassroom Action Research Study at the Eight GradeStudentS of SMP Muhammadiyah 1 Gatak in theAcademic Year 2016/2017)
Study Program : English Education Department
Faculty : Islamic Education ans Teacher Training Faculty
I hereby declare that the Thesis above is my own original work and writtenby my self carried out as parts of recuitments to accomplish anUndergraduate Degree in English Education Department in IslamicEducation and Teacher Training Faculty, State Islamic Institute of Surakarta(IAIN Surakarta).
I also certify that any help for my research work, preparation of the thesisitself, source and literature used for the thesis have been fully and properlycited. It contains no material which has been accepted for the award of anyother degree previously submitted in IAIN Surakarta or any otherinstitution, nor it been submitted as part of recruitments for the degree exeptas fully acknowledged within the text.
If later proven this thesis is a result of plagiarism, I would undertake anylegal sanction and of being repealed my academic degree.
Surakarta, January 27th 2017
Sincerely Yours,
Unik Fadillatus Salimah
SRN. 123221309
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DEDICATION
This thesis is dedicated to :
1. My beloved parents; my beloved Mother (Ibu Siti Mukaromah) and my
beloved Grandfather (Bapak Dahroni) and Grandmother (Ibu Mardhiyah).
Thank you for always support me, loves me, motivate me, pray for me.
Thank you so much.
2. My bestfriend Rokim Budiargo and Miftahudin Basyari.
3. My friends in Incredible Class (I class).
4. My friends in Sejong KCC Solo.
5. Everyone that has support me, pray for me, motivate me. Thank you.
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MOTTO
We will never know, before we do so.
Remember one thing, the work we do will be worth it.
-unknown-
Stop dreaming, and start doing
-unknown-
Fall down six times, get up seven
-unikeyjong-
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ACKNOWLEDGEMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord
of the univese, master of the day of judgement, God all mighty, for all
blessing and mercies so the researcher was able to finish this thesis
untitled “IMPROVING STUDENTS’ SKILLS IN WRITING
RECOUNT TEXT BY USING MANGA STRIPS ( A Classroon
Action Research Studt at the Eight Grade Students of SMP
Muhammadiyah 1 Gatak in the Academic Year 2016/2017)”. Peace be
upon Propeth Muhammad SAW, the great leader and good inspiration of
world revolution.
The reseacher sure that this thesis would not be completed without
the helps, supports, and suggestions from saveral sides. Thus, the
researcher would like to express her deepest thanks to all of those who had
helped, supported, and suggested her during the process of writing this
thesis. This goes to:
1. Dr. Mudhofir, S.Ag., M.Pd ., the Rector of the State Islamic Institute of
Surakarta
2. Dr. H. Giyoto, M.Hum as the Dean of Islamic Education and Teacher
Training Faculty of the State Islamic Institute of Surakarta and as the
first advisor for his guidance, precious, advise, corrections and help to
revise the mistake during the entire process of writing this thesis for the
researcher.
viii
3. Dr. Imroatus Solikhah, M.Pd., as Head of English Education
Department of the State Islamic Institute of Surakarta.
4. The headmaster H. Supardi, S.Pd of SMP Muhammadiyah 1 Gatak, for
giving permission to do the research and fasilitating the research in
collecting data.
5. Diah Rahmawati, S.Pd., as the English teacher of VIII for giving
information, knowledge, guidance, advices, and suggestions during the
research.
6. The beloved students of VIII B, for cooperating and giving attention
during the research done.
7. All lecture of English Education Department, for giving knowledge and
spirit.
8. Researcher beloved parents (Siti Mukaromah, Dahroni and Mardiyah)
and her big family for their pray, everlasting love, unlimited patience,
and wonderful support. Thank you very much.
9. Researcher beloved friends (Devina Risky Amalia, Yuliana Wahyu
Mustika, Rokim Budiargo, and Miftahudin Basyari). Thank you for your
support, your pray, your attention and your sharing in finishing her
thesis.
10. Researcher’s friends in I (Incredible Class), thanks for their support, and
sharing in finishing her thesis.
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The researcher realized that this thesis is still far for being perfect.
The reseacher hopes that this thesis is useful for the researcher in
particular and the readers in general.
Surakarta, January 27th 2017
The researcher,
Unik Fadillatus Salimah
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................i
ADVISOR SHEET .............................................................................................. ii
RATIFICATION................................................................................................... iii
CERTIFICATE OF ORIGINALITY .................................................................... iv
DEDICATION .....................................................................................................v
MOTTO ................................................................................................................vi
ACKNOWLEDGEMENTS ................................................................................vii
TABLE OF CONTENTS ...................................................................................x
ABSTRACT .........................................................................................................xii
CHAPTER I INTRODUCTION ..........................................................................1
A. Background of the Study .....................................................................1
B. Identification of the Problems .............................................................2
C. Limitation of the Problems ..................................................................5
D. Formulation of the Problem ................................................................6
E. Objective of the Research ....................................................................6
F. Significance of the Research ................................................................7
CHAPTER II THEORETICAL REVIEW AND CONCEPTUAL FRAMEWORK
A. Theoretical Review ............................................................................8
1. Writing skill ..................................................................................8
a. The definition of writing .........................................................8
b. The nature of writing ...............................................................9
c. Macro- and Microskills of writing ..........................................10
2. Writing learning process ...............................................................11
a. Writing process approach .......................................................12
b. Proses of writing ......................................................................13
3. Teaching Writing ...........................................................................21
4. Recount Text..................................................................................34
5. Teaching Learning Process Using the Scientific Approach ..........31
6. Media in Teaching language..........................................................42
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7. Manga Strips..................................................................................45
B. Relevant Studies..................................................................................48
C. Conceptual Framework .......................................................................49
CHAPTER III ......................................................................................................51
A. Subject of the Research.......................................................................51
B. Research Setting..................................................................................52
C. Time of the Research ..........................................................................52
D. Procedure of the Reasearch.................................................................52
E. Technique of Collecting Data .............................................................63
F. Trustworthiness of Study ....................................................................65
G. Technique of Analyzing the Data .......................................................67
CHAPTER IV .......................................................................................................70
A. Research Finding................................................................................70
B. Implementation ...................................................................................81
CHAPTER V ......................................................................................................130
A. Conclusion .........................................................................................130
B. Implication ........................................................................................ 131
C. Suggestion ......................................................................................... 132
BIBLIOGRAPHY
APPENDICESS
xii
ABSTRACT
Unik Fadillatus Salimah. 12.32.2.1.309. 2017. IMPROVING STUDENTS’SKILLS IN WRITING RECOUNT TEXT BY USING MANGA STRIPS (AClassroom Action Research Study at the Eight Grade Students of SMPMuhammadiyah 1 Gatak in the Academic Year 2016/2017). Thesis. EnglishEducation Department, Islamic Education and Teacher Training Faculty.
Advisor : Dr.H.Giyoto, M.Hum.,
Key words : Improving, Correlation Action Research, Writing, Recount Text,Manga Strips
This research aimed at: (1) identifying the implementation when MangaStrips applied to improve students’ skills in writing recount text and (2) findingwhether or not Manga Strips can improve students’ skills in writing recount text atthe eight grade students of SMP Muhammadiyah 1 Gatak.
This research used classroom action research. The subject of this researchis students of VIII B class of SMP Muhammadiyah 1 Gatak in academic year2016/2017. Subject of the research consist of 26 students. The classroom actionresearch was done in two cycles from October 5st until October 28st 2016. Techniqueof collecting data used observation, and test (pre-test and post-test). Technique ofanalyzing data used qualitative data (reducing data, displaying the data and drawingconclusion/verification) and quantitative (mean).
The result of the classroom action research conducted in two cyclesshowed that the improvement of students’ writing recount text can be seen from theimprovement of the mean score of pre-test, first post-test and second post-test. Thepre-test mean score was 53.92 increasing to 61.80 in the first post-test and increasingto 65.16 in the final pos-test. Therefore, it can be concluded that teaching writingrecount text by using Manga Strips can improve the students’ skills in writing recounttext. Manga Strips can be applied in teaching and learning process. Hopefully, byimplementing Manga Stips, the students’ can achieve the optimum in writing recounttext. The researcher hopes that the researcher has done will inspire the Englishteachers to conduct Manga Srips in their classroom.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Today, students are expected to be able to communicate through
English as the demand of the improved curriculum and the competence.
Therefore, the students must be able to share their ideas, opinions,
experience in the spoken language as well as in the written language in
every situation and place.
Based on the curriculum 2013 for Junior High Schools in
Indonesia, it is mentioned that learning English is not only in the class but
also at home and society. The teacher is not the only learning resource.
The students must be active to explore many sources to improve their
knowledge. They can get it from many sources, such as books in the
library, other friends or from interactive media such as comics,
macromedia flash and even games.
In terms of written English, the writing ability is very low due to
many aspects such as grammar, punctuation and the spelling. And it is
related to another fundamental problem in terms of interest in learning
writing as they do not have enough basic knowledge and interest in
writing. Therefore teachers have to determine the effective strategies to
improve their interest and ability in writing. And the main problem that
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leads to the low interest in writing is the lack of media that can give them a
big picture of the story they want to write.
The use of interesting media also contributes to the better learning
process, both improving students’ participation and their interest in
classroom activity which might lead them to have better ability in writing.
The teaching and learning process will not be able to be conducted well if
there are some problems related to the student’s good interest in the learning
process. Other advantages of the improvement in the learning process are to
reinforce and help the students in the learning process. Students who have
good interest in learning will have better ability and act to follow the process
of learning. Besides the students’ interest will also help them to learn every
activities in the classroom, especially learning writing recount text.
Based on the observation carried out at SMP Muhammadiyah 1
Gatak, an English teacher there yet using innovative instructional media .The
teacher still focus on material explanation only, therefore the researchers
used a form of media that the dialogue Manga comic strips created by
researcher.
B. Identification of the Problem
Based on the observation conducted in February 2016 in SMP
Muhammadiyah 1 Gatak in the teaching and learning activity, the researcher
found some problems. One of the main problems is the involvement of the
students in every activity in the writing class which remains low. The first
problem begins with the media for teaching recount text. In the teaching and
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learning of writing recount text the teacher sometimes uses only one visual
aid or medium to teach the students.
The second problem is the monotonous class activities which were
held by the teacher in the classroom. The students’ ideas cannot be captured
and revealed while the monotonous classroom exists, and when they were
given writing assignments expecially in writing recount text they did that by
copying from the internet.
The third problem is the monotonous learning sources that made
students seem uninterested in studying. Since the learning sources were not
well-prepared, most of students’ activities and worksheet were taken from
the LKS which did not contain relevant materials and it had confusing
worksheet for students, so it will not encourage students’ interest in
performing their best. Another problem based on the learning sources was
the writing tasks and activities that were weird and uninteresting. The writing
activity lacked of meaningful activity and it seem that the writing test was on
the LKS and has the same content. After being analyzed has been got that the
students’ mean score of pre-test was 54.23. From the writing score there
were only 2 students who got a score 70 from 20 questions. This mean score
is considered is still low since the English standards score (Kriteria
Ketuntasan Minimal/KKM) is 75. The lowest score is 40. It also means that
they failed to read English. The result of the students’ writing showed that
the worst aspect of writing is critical understanding.
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Another problem is the availability of the media which could not be
found in the classroom or even in the library. The students dealt with the
same medium and that was a kind of boring thing as they did not know
things that may be interesting for them, and it made them could not develop
their knowledge and ability to learn English.
And the last problem is the English practice of the students especially
in writing that is very low due to the low awareness of the importance of
English and the little portion of writing tasks. The teacher gave the students
more tests in writing skills than the task to learn. Therefore the students got
bored with the routine activity provided by the teacher and it had some
impacts on their interest and ability in writing. One of the factors why
students of SMP Muhammadiyah 1 Gatak get low scores in writing was they
lacked of practice. Along the meeting, the teacher gave them theories and
even jokes, so the time were not allocated well for them to have practice.
Therefore they did not have an opportunity to develop their writing skills,
whereas practicing and giving the task are very important. Practicing in
writing was only given by the teacher as homework. When it became
homework, certainly they did it by themselves and are not guided by the
teacher. Therefore some students found some difficulties and were not
interested when doing the homework.
The students’ attitude toward the target language influences the
output of the target language. Students will have good attitude toward the
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target language if they are interested in their teacher’s way of delivering the
material.
C. Limitation of the Problem
In the wider area of the problems, those cannot be identified and
solved better, so the problems need to be limited in this study. Therefore, the
research is mainly focused on the efforts to improve students’ learning
process in terms of enthusiasm, practice and participation in writing learning
process by using the Manga Strips, due to the weaknesses which were stated
before.
Based on the previous explanation, the study of the writing learning
process by using the Manga Strips was expected to encourage students’
interest and their involvement in writing learning process (expecially in
writing recount text), due to the content of the Manga Strips which is very
interesting and has some creative ideas based on the story of the comic.
In this study, the eighth grade students of SMP Muhammadiyah 1
Gatak here selected as the subject of this study, because it is revealed that the
main problem of uninterested students in the writing recount text is low
practice and the lack of interesting media from other resources. In addition,
the students tend to spend much time just for listening and understanding the
kind of text types, especially recount text without having enough practice in
writing it. If the process is going continuously, it can decrease the students’
interest and it will not be able to be increased.
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The research was conducted to solve the problems of writing that
were stated above by the using Manga Strips with some considerations
related to the text type.
D. Formulation of the Problem
Based on the explanation of the English teaching and learning
problems that have been mentioned in the identification of the problems and
based on the focus of the study, the problem is formulated as follows:
1. How can Manga Strips improve writing recount text of the eight grade
students of SMP Muhammadiyah 1 Gatak in the academic year of
2016/2017?
2. How does the Manga Strips improve students skills in writing recount
text of the eighth grade students of SMP Muhammadiyah 1 Gatak in the
academic year 2016/2017?
E. Objective of this Study
From the formulation of the problem, the objective of this study is to
improve student skills in writing recount text of the eight grade students of
SMP Muhammadiyah 1 Gatak in the academic year of 2016/2017 by using
Manga Strips.
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F. Significance of this Study
The result of the study will hopefully be useful for the English
teachers in teaching writing through Manga Strips.
By conducting this research, the researcher expect the useful
contribution to English teaching, especially for:
1. English teachers of the junior high school
It can give inspiration for their teaching especially in teaching
writing subject. It also can give alternative media in teaching and
learning English, especially to erase the monotonous activities in the
class in order to get the better assessment of the students’ writing
performance.
2. Junior High School Students
It can improve their interest and involvement in learning
writing recount text to be better and improve their practice. And after
the technique has been implemented students can write the recount text
better especially in generating their ideas to write the recount text
better.
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CHAPTER II
LITERATURE REVIEW
As stated in the previous section, the aim of this research study is to
improve students’ writing learning process. Therefore, the discussion in this
chapter will focus on the review of related theories underlying the study. It
consists of three major sections, namely theoretical review, relevant studies and
conceptual framework.
A. Theoretical Review
The current literature in the related themes in this section includes the
reviews of writing, Recount text and Manga Comic Strips.
1. Writing Skill
a. Definition of Writing
Writing is a kind of skill that expects the students to produce a
text by using English. They have to write about what they think in their
mind and state it by using the correct procedure. There are several
definitions of writing that can be studied. Meyers (2005:2) states that.
Writing is a way to produce language, which you do naturally
when you speak”. Writing is speaking to others on paper-or on a
computer screen. Writing is a partly a talent, but it is mostly a skill,
and like any skill, it improves with practice. Writing is also an action-a
process of discovering and organizing your ideas, putting them on a
paper, and reshaping and revising them.
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Moreover Hyland (2004:5) states that writing is a way of
getting things done. To get things done such as, describing something,
telling a story, requesting an overdraft, drafting an essay, and so on.
One must follow certain social conventions for organizing messages,
and these conventions can be described and taught.
Nunan (2003:88) also defines that writing is the process of
thinking to invent ideas, thinking about how to express into good
writing, and arranging the ideas into statement and paragraph clearly.
b. The Nature of Writing
Oshima and Hogue (1999:3) state that writing is not easy for
both native speakers and new learners of English. It takes study and
practice to develop this skill. Writing is a process, not a product. It
means that a composition is never complete, it is always possible to be
reviewed and revised many times.
Writing can also be defined as both physical and mental
activity that is aimed to express and impress Nunan (2003:88). The
activities of writing focus more on the act of inventing ideas, thinking
about how to express and organize them into statements and
paragraphs that enable a reader in understanding the ideas of the
written work.
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c. Micro- and Macroskills of Writing
In writing, there are some aspects that have to be considered.
Brown (2004:221) has summarized all those aspects into two main
skill, they are the micro-and macroskills of writing. They are needed to
develop the effective writing. Those skills are described as follows:
1) Microskills:
a) Produce graphemes and orthographic patterns of English.
b) Produce writing at an efficient rate of speed to suit the purpose.
c) Produce an acceptable core of words and use appropriate word
order patterns.
d) Use acceptable grammatical systems (e.g., tense, agreement,
pluralization), patterns, and rules.
e) Express a particular meaning in different grammatical forms.
f) Use cohesive devices in written discourse.
2) Macroskills:
a) Use the rhetorical forms and conventions of written discourse.
b) Appropriately accomplish the communicative functions of
written texts according to form and purpose.
c) Convey links and connections between events, and
communicative such relations as main idea, supporting idea,
new information, given information, generalization, and
exemplification.
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d) Distinguish between literal and implied meanings of writing.
e) Correctly convey culturally specific references in the context of
the written text.
f) Develop and use a battery of writing strategies, such as
accurately assessing audience's interpretation, using prewriting
devices, writing with fluency in the first drafts, using
paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.
In conclusion, the micro skill covers about the mechanical of
writing and at the level of word, such as cohesive devices, past verb,
etc. Meanwhile the macro skill covers wider areas of writing, such as
the form and the communicative purpose of a written text, main idea
and supporting idea, the literal and implied meaning writing, etc.
Therefore, based on the micro- and macro skills that have been
determined, the writing activity and process should include them as
well as employ writing strategies needed by the students. It aims to
help students in constructing the ideas effectively and make them
easier to make various kinds of texts.
2. The Writing Learning Process
It is important for the teacher to understand how their students
learn, because it will be a consideration how the teacher will teach them.
There are many different theories of learning process. Slavin in Brown
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(2007:7) defines learning as a change in an individual caused by
experience.
Meanwhile Burns in Dunn (2002) conceives learning as a
relatively permanent change in behavior including both observable activity
and internal processes such as thinking, attitudes and emotions.
a. Writing Process Approach
Unlike the product-approach that focuses on the final product,
this approach concerns more on the process of how the students
develop ideas and formulate them into effective writing works.
Students are seen as the language creators in which they are given
chances to experience the process of writing, try to organize and
express their ideas clearly.
The activities are intentionally designed to facilitate the
students become the language creators. Here are lists of typical writing
activities done in the process approach mentioned by Brown
(2004:335).
1) focus on the process of writing that leads to the final written
products,
2) help student writers to understand their own composing process,
3) help them to build repertoires of strategies for prewriting, drafting,
and rewriting,
4) give students time to write and rewrite,
5) let students discover what they want to say as they write,
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6) give students feedback throughout the composing process (not just
on the final product) as they attempt to bring their expression
closer and closer to intention,
7) include individual conferences between teacher and student during
the process of composition.
b. Process of Writing
In producing good composition of text in writing, it goes
through many stages before it is finished. Although no two writers
approach writing in exactly the same way, they generally follow six
series of action as stated by Meyers (2005: 3-12). The steps are:
1) Explore Ideas
Writing first involves discovering ideas. Before starting to
write, a writer has to explore his/her mind as many ideas as
possible freely, then he/she record it to save the idea.
2) Pre-write
In this step a writer does not have to worry about the
grammar, diction, spelling, or punctuation because he/she will
revise it later. There are three steps in pre-writing: first,
brainstorming. It is listing thought as they come in mind. Second,
clustering, in this step, a writer may write the subject in the middle
of the page, circle it and then write related ideas around the main
circle. And the last is free writing, in this step, a writer simply
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writes about subject without worrying about the sentence structure,
spelling, logic and grammar.
3) Organize
A writer begins to organize idea after putting his/her idea
into words. This process involves selecting, subtracting, and
adding ideas, and then outlining.
4) Write a first draft
In this step, a writer writes quickly to record his or her
thoughts and then put notes and new ideas in the margins.
5) Revise the draft
Revising is among the most important steps of writing,
especially for people who write in a second language. A writer
may add or omit ideas of material, move and remove ideas
material that has not fitted, revise it several times until produce
good composition of text. It is considering as the part of writing
process that may take the most time.
6) Produce the final copy
Finally, writer edits copy over or prints a clean final copy
after he/she had revised the draft. Notice that this final copy draft
is more entertaining than the original. All of its content develops
the main point. Its sentences are clear. And it has plenty of details.
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From the explanation above, it can be concluded that writing is a
series of process through step by step chronologically. Its process is
important in producing a qualified text composition of writing.
c. Assesment of Writing
Heaton (1988:1480) mentions three methods of scoring writing.
Those are impression method, analytical method, and mechanical
accuracy or error-count method. Impression method is a method to
give a single mark based on the total impression of the students’
writing as whole. In contrast to impression method, analytical
method provides score for each aspects of students’ writing.
Meanwhile, mechanical accurancy or error-count method is applied
by counting errors made by students.
Based on the devinition above, the are two types of scoring writing
which are more common applied namely Impession or holistic
scoring and analitycal scoring method is more commond to be
applied in scoring of writing.
In impression scoring, Genesee and Upshur (1997:206) suggest to
score students, writing using marks such as “A” , “B” , etc.
Meanwhile, Alderson, Chalpan, and Wall (1995:108) suggest the
scale in impression scoring as in table 2.1.
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Table 2.1 Alderson’s Impression Scale
Score Predicate Description
18-20 Excellent Natural English with minimal errors and
complete realization of the task set.
16-17 Very Good More than a collection of simple sentences,
with good vocabulary and structures. Some
non-basic errors.
12-15 Good Simple but accurate realization of the task set
with sufficient naturalness of English and not
many errors.
8-11 Pass Reasonably correct but awkward and non-
communicating or fair and natural treatment
of subject, with some serious errors.
5-7 Weak Original vocabulary and grammar both
inadequate to the subject.
0-4 Very Poor Incoherent Erors show lack of basic
knowledge of English.
Different from impression scoring, analytical scoring provides
score for each aspect of students’ writing. A sample of analytical
scoring comes from Heaton (1998:145) as seen in the table 2.2
Aspects Score
5 4 3 2 1
Grammar √
Vocabulary √
Mechanics (punctuation and spelling ) √
Fluency (style and ease of communication ) √
Relevance (content related to the task
demanded
√
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Using this scale, score is given ranging from 1-5 for each aspect
above. A more detailed model of analytical scoring is proposed by
Jacobs ( in Genesee and Upshur, 1997 : 206 ). It is known as scoring
rubric of ESL composition profile as seen in this table 2.3
Table 2.3 Scoring Rubric of ESL Composition Profile
Aspects Score Critera
Content 30-27 Excellent to Very Good:
Knowledgeable. Substantive.
Systematic development of Thesis.
Relevant to assigned topic.
26-22 Good to Average : some
knowledgeable of subject. Adequate
range. Limited development of thesis.
Mostly relevant to topic, but lacks
detail.
21-17 Fair to Poor : Limited knowledgeable
of subject. Little substance. Inadequate
developmentof topic.
16-13 Very poor : does not show
knowledgeable of subject. Non-
substantive. Irrelevant to topic, or not
enough to evaluate.
Organization 20-18 Excellent to Very Good : fluent
expression. Ideas clearly
stated/supported. Concise. Well
organized. Logical sequencing.
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Cohesive.
17-14 Good to Average : somewhat choppy.
Loosely organized but main ideas stand
out. Limited support. Logical but
incomplete sequencing.
13-10 Fair to Poor : Non-fluent. Ideas
confused or disconnected. Lacks
logical sequencing and development.
9-7 Very Poor ; Does not communicate. No
organization. Or not enough to
evaluate.
Vocabulary 20-18 Excellent to Very Good : Sophisticated
range. Effective word/ idiom choice
and usage. Word form mastery.
Appropriate register.
17-14 Good to Average : Adequate range.
Occasional errors of word/idiom form,
choice, usage but meaning not
abscured.
13-10 Fair to Poor : Limited range. Frequent
errors of word/idiom form, choice,
usage. Meaning confused or obscured.
9-7 Very Poor : essentially translation.
Little knowledge of English
vocabulary, idioms, word form. Or not
enough to evaluate.
Grammar 25-22 Excellent to Very Good : Effective
complex construction. Few errors or
agreement, tense, number, word
order/function, articles, pronouns,
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prepositions.
21-18 Good to Average : Effective but simple
construction. Minor problems in
complex constructions. Several errors
of agreement, tense, number, word
order or function, articles, pronouns,
prepositions but meaning seldom
abscured.
17-11 Fair to Poor : Major problems in
simple/complex construction. Frequent
errors of negation, agreement, tense,
number, word order/function, articles,
pronouns, preposition and/or
fragments, run-ons, deletions. Meaning
confused or obscured.
10-5 Very Poor : Almost no mastery of
sentence constructions rules.
Dominated by errors. Does not
communicate or not enough to
evaluate.
Mechanics 5 Excellent to Very Good : Demonstrates
mastery of conventions. Few errors of
spelling, punctuation, capitalization,
paragraphing.
4 Good to Average : Occasional errors of
spelling, punctuation, paragraphing, but
meaning not obscured.
3 Fair to Poor : Frequent errors of
spelling, punctuation, capitalization,
paragraphing. Poor handwriting.
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Meaning confused or obscured.
2 Very Poor : No mastery of conventions.
Dominated by errors of spelling,
punctuation, capitalization,
paragraphing. Handwriting illegible. Or
not enough to evaluate.
In this study, the researcher uses Jacob’s scoring rubric of ESL
Composition Profile above which is more detail than the others. In
scoring rubric scores of each aspect of students’ writing. The aspects
include content(development of thesis ), organization (cohesive,
coherence, and sequencing), vocabulary (word choice, idiom, and word
form ), language use (word order, tenses, agreement, number, article,
pronouns, and preposition) and mechanics (spelling, punctuation,
capitalization, and paragraphing). Each aspect of students’ writing is
labeled by four predicates: excellent to very good, good to average, fair
to poor, and very poor with its own score.
Scoring rubric of writing is one of the aspects which have to be
considered to avoid the subjectivity in scoring. Besides, there is one
way more to avoid subjectivity in scoring writing that is inter-rater
reliability. According to Brandt (2009:23) states that interrater
reliability method which is done by comparing the score given by
different raters for the same taks. Then, Wang(2009:1) ststed that
interrater reliability refers to the degree of the similarity between
different examiners. It can be two or more examiners without
influencing one another, give the same marks to the same of scripts.
From the explanation above, it can be concluded that inter-rater
reliability is a method to measure the reliability of writing score by
using two raters or more. In this study, the researcher also uses inter-
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rater method in scoring students’ writitng ability. Both of the researcher
and one more rater will score the students’ writing in different place
based on the writing scoring rubric above. Then, the score of both of the
raters will be accumulated to be found out the mean of the score. That
mean score is the score which will be analyzed.
3. Teaching Writing Using Manga Pictures
a. Principles for teaching writing
In the classroom activities the teacher should concern about the
principles of teaching writing to achieve the goals of the students. So in
practice the teacher must give opportunities for the students to try their
best in producing the written text, and it is not simply that the teacher
have to provide the students with the any kind of knowledge how to
produce the text well.
Brown (2004:61) states that there are some principles for
teaching writing, they are understanding students’ reasons for writing,
providing many opportunities for students to write, providing feedback
helpful and meaningful, and the teacher must clarify himself, and for his
students, how their writing will be evaluated.
1) Understand students’ reasons for writing
It is important to understand the students’ goal when they are
writing. It is a big problem when the teacher’s goals do not match the
students’ or when the teacher’s goals do not match those of the school
or institution in which the student works.
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2) Provide many opportunities for students to write
To improve writing skills, students must always practice. The
teacher must give many chances for students to develop their writing
skills by providing them some different types of writing. Narrative,
recount, report, procedure, and descriptive texts are the examples of
writing types that can be provided by the teacher.
3) Make feedback helpful and meaningful
Students crave feedback on their writing. The teacher must
always provide a feedback for students. In providing a direct
feedback, make sure the students understand the vocabulary or
symbols that the teacher used.
4) Clarifying
The teacher must clarify himself, and for his students, how
their writing will be evaluated . Teacher must evaluate the
students’ writing objectively. A rubric is the answer that can
elaborate the elements of writing that are to be evaluated.
d. The Reason for Teaching Writing
There are many reasons why the teacher must teach writing to
students of English as a foreign language. According to Harmer
(1998:79), reinforcement, language development, learning style and
writing as a skill are the reasons why the teacher teach writing to their
students.
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1) Reinforcement: to see how the students acquire language is not only
by an oral way, but also from the language writing down. The visual
demonstration of language construction is needed for students to be
an aid to commuting new language to memory. It is also useful for
students to write sentences using new language shortly after they
have studied it.
2) Language Development: The mental activity in writing helps the
students to learn by on going learning experience.
3) Learning Style: Each student has a different learning style. Writing
is suitable for learners who produce language in slower way.
4) Writing as a skill: Writing is included to basic language skills.
Beside writing, the students need to know how to write
advertisement, letter, etc.
e. Approaches in Teaching Writing
There are various approaches to teach writing. Hyland (2003:2)
proposes some approaches to teach writing, those are:
1) Focus on language structures
In this view, learning to write in a foreign or second language
mainly involves linguistic knowledge and the vocabulary choices,
syntactic patterns, and cohesive devices that comprise the essential
building blocks of texts.
2) Focus on text functions
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This approach here relates structures to meanings, making
language use criteria for teaching materials. It aims to help students
develop effective paragraphs through the creation of topic sentences,
supporting sentences, and transitions, and to develop different types
of paragraphs
3) Focus on creative expression
This approach can help generate self-awareness of the
writer’s social position and literate possibilities. Writing is a way of
sharing personal meanings and writing courses emphasize the power
of the individual to construct his or her own views on a topic.
4) Focus on the writing processes
The process approach to writing teaching emphasizes the
writer as an independent producer of texts, but it goes further to
address the issue of what teachers should do to help learners perform
a writing task.
5) Focus on content
This involves a set of themes or topics of interest that
establish a coherence and purpose for the course or that set out the
sequence of key areas of subject matter that students will address.
6) Focus on genre and contexts of writing
Teachers who take a genre orientation to writing instruction
consider subject content, composing processes and textual forms to
see writing as attempts to communicate with readers. They are
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concerned with teaching learners how to use language patterns to
accomplish coherent, purposeful prose. The central belief here is that
we don’t just write, we write something to achieve some purpose: it
is a way of getting something done.
In the process of teaching and learning, a teacher must consider
six approaches and be able to keep the balance of those approaches. The
teacher cannot choose only one of the approaches because to make
students have a complex ability in writing, the students need various
approaches.
f. Types of writing performance
There are four categories of writing performance by Brown
(2004) that capture the range of written production. Each category
resembles the categories defined for the other three skills, but these
categories, as always, reflect the uniqueness of the skill area.
1) Imitative. To produce written language, the learner must attain skills
in the fundamental, basic tasks of writing letters, words, punctuation,
and very brief sentences. This category includes the ability to spell
correctly and to perceive phoneme-grapheme correspondences in the
English spelling system. It is a level a: which learners are trying to
master the mechanics of writing. At this stage, form is the primary if
not exclusive focus, while context and meaning are of secondary
concern
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2) Intensive (controlled). Beyond the fundamentals of imitative writing
art skills in producing appropriate vocabulary within a context,
collocations and idiom? and correct grammatical features up to the
length of a sentence. Meaning and context are of some importance in
determining correctness and appropriateness, bin most assessment
tasks are more concerned with a focus on form, and are rather strictly
controlled by the test design.
3) Responsive. Here, assessment tasks require learners to perform at a
limited discourse level, connecting sentences into a paragraph and
creating a logically connected sequence of two or three paragraphs.
Tasks respond to pedagogical direct fives, lists of criteria, outlines,
and other guidelines. Genres of writing include brie narratives and
descriptions, short reports, lab reports, summaries, brief responses,
reading, and interpretations of charts or graphs. Under specified
conditions, the writer begins to exercise some freedom of choice
among alternative forms of expression of ideas. The writer has
mastered the fundamentals of sentence-level grammar and is more
focused on the discourse conventions that will achieve the objectives
of the written text. Form-focused attention is mostly at the discourse
Ievel, with a strong emphasis on context and meaning.
4) Extensive. Extensive writing implies successful management of all the
processes and strategies of writing for all purposes, up to the length of
an essay term paper, a major research project report, or even a thesis.
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Writers focus on teaching a purpose, organizing and developing ideas
logically, using details to support or illustrate ideas, demonstrating
syntactic and lexical variety, and in many cases, engaging in the
process of multiple drafts to achieve a final product. Focus on
grammatical form is limited to occasional editing or proofreading of a
draft.
g. The effective ways to improve the writing learning process
The effective writing learning process must have some criteria as
follows:
1) Increasing the students’ motivation in writing. According to Harmer,
(2001:51), increasing the motivation is the basic need of the students
as the main chriteria to follow the process of learning.
2) Providing many opportunities for students to write. As stated by
Sokolik in Nunan, (2003:92), giving opportunities in writing is the
effective process to measure the students ability especially in
writing.
3) Encouraging students to make beneficial efforts, as stated by Sokolik
in Nunan ( 2003:92), students are attemping to make the classroom
activity clear and useful for them by having the good interaction
between the teacher and also their friends.
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4) Providing vary activities, according to Christison in Nunan
(2003:273), various activities and material which may be interesting
and attract the students attention to follow the learning process.
5) Providing various materials. Every interesting materials which
attract students interest will be useful to make them involved in
every activiities (Christison in Nunan, 2003:273).
6) Providing process of writing.
According to Seow in Richards and Renandya (2002:316), the
process is the important step to make students understand.
h. The Roles of Teacher in Writing
Teaching is not a simple activity. It is not only transferring
knowledge from the teacher to students, but it is also a process how the
students’ behavioral changes. Therefore, the teacher must aware that
his/her students get something beneficial that is really important to their
future. Kimble and Garmezy in Brown (2000:7) state that learning is a
permanent process of the change in behavioral tendency and a result of
reinforced practice.
In teaching his/her students, a teacher must consider their roles
towards students’ development in learning, especially writing. The
various strategies and materials must be prepared by the teacher when
he/she is teaching writing. As the conclusion, the effectiveness of the
process teaching and learning in the class is very affected how
29
performance of teacher when teaching writing. It means, the teacher
must in the good performance when helping the students understand and
learn how to write effectively, give clear explanations and guide the
students in each step of the writing process.
Harmer (2004:41) proposes some tasks which is done by the
teacher before, during and after the process of writing they are 1)
demonstrating, 2) motivating and provoking, 3) supporting, 4)
responding and 5) evaluating.
Demonstrating is the first task that must be done by the teacher
in the process of teaching writing. This task has aim to make students
understand writing conventions and genre constraints of particular types
of writing. Both aims must be drawn to attract students’ attentions.
After demonstrating, the teacher has to continue the next task,
they are provoking the students. For several students, writing is a big
problem because they sometimes lack in transferring the idea from the
mind to their writing. This situation can be solved when the teacher help
by provoking them to get ideas and then persuading them to work on
their writings.
In the process of writing, sometimes students face difficulties. In
this situation, the teacher must be ready to support the students to solve
them in order to make students always feel comfortable and have interest
to write continuously.
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When the students have finished their writing, the teacher
performs the fourth task, it is a responding. Responding here means how
the teacher reacts to the students’ writing work. This task focuses to the
content and construction of the writing. The responses or reactions to the
student’s work can be in the form of feedback or suggestions for the
students’ improvement in writing.
The teacher completes the task with evaluating the students’
work and then grades them. This task has function to see how far the
progress of students in writing. As conclusion, those task are main
requirements of a teacher if he/she wants his/her students are guided and
be a better writer especially guide the students to express the ideas.
According to Harmer (2007:261-262) some information about
teacher’s roles in the teaching and learning process of writing were
explained as follows:
1) Motivator
The teacher as a motivator means that the teacher must be
able to motivate his/her students by creating an attractive
atmosphere at class, persuading them of the advantages of the
activity and encouraging them to always practice writing to achieve
the optimal result.
2) Resource
The teacher must be ready to serve every information and
language needed by students when they are doing the next level of
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writing tasks. The teacher also should accompany his/her students to
give them advices and suggestions in a constructive and smart ways.
3) Feedback provider
Teacher must respond or react positively to what the students
have written. The level of feedback must be balanced with the level
of students’ ability in writing.
The teacher has very importance roles in the development of
students’ writing ability. Therefore, he/she should always consider if
the teacher can be a motivator, resource, and feedback provider in
guiding and facilitating the teaching and learning process.
i. Teaching Writing in the Junior High School
In teaching the junior high school we also need the relevant
matter that have to be considered. And we have to justify it with the
regulation of the ministry of education. The regulation of ministry of
education covers in the form of content standard and the age range of
junior high school students.
Firstly, 2013 Curriculum is the development of 2006 Curriculum.
The difference between them is the addition of character education
which was not included in 2006 curriculum. In junior high schools, the
english subject consists of three components. First, the expression ability
which concerns of the ability to understand and produce speech and
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written texts and it is realized in four skills, i.e. speaking, listening,
reading and writing. Second, comprehension and production ability of
various short functional and monolog texts with essays of text types
(genre) such as procedure, descriptive, recount, narrative, and report.
The last, support of competence i.e. linguistic competence (the use of
grammar, vocabulary, phonetic, and structure), socio cultural
competence (the use of expression and action language receive in
various context communication), strategy competence (the ability to
overcome the problem which appears in communication process by
using various methods) and building expression competence (the use of
instruments of expression competence).
Moreover, according to the regulation of ministry of national
education/ Permendikbud (2014), the core competence and basic
competence for junior high school students of grade VIII semester 1 is
that they have to perform several writing competencies as shown in
Table 1.
Table1 : Core Competence and Basic Competence of Writing Skill
for Junior High School Students Grade VIII Semester 1
Core Competence Basic Competence
4. Processing, presenting and
reasoning in the concrete domain
(using, extracting, composing,
modifying, and creating) and
4.14 Understand the short and
simple, oral recount text about
experience and activities
4.15 Developing short and
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abstract domain (writing, reading,
counting, drawing, and
composing) based on what learned
at school and other sources in the
same viewpoint/theory.
simple, oral and written
recount text, about experience
and activities by paying
attention to the social function,
the structure of the text, and
the correct linguistic elements
and appropriate context.
The table above shows that the first semester students of Grade
VIII will learn writing. However, in this research study, the researcher
will only focus on one particular text type that is the recount text.
Therefore it is so important before deciding what will be given to the
students and what aspects they will have according to the lesson plan
based on the curriculum and policy that the government has.
As a result, the teaching and learning writing for the junior high
school students grade one must be designed also to help them develop
their writing strategies so that they will able to improve their writing
skill.
Brown (2000:346) mentions principles for designing writing
techniques, they are:
1) Incorporate practices of “good” writers,
2) Balance the process and product,
3) Account for cultural/literacy background,
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4) Connect reading and writing,
5) Provide as much authentic writing as possible,
6) Frame the techniques in terms of prewriting, drafting, and
revising.
In summary, the teaching of the writing will focus on the recount
text. The decision is based on the core competence and basic
competence of grade VIII in the first semester. The teaching of writing
must also focus on the psychological conditions of the students.
Teachers have to teach them with the appropriate learning strategy and
techniques. This will make the teaching of writing more effective.
4. Recount text
a) The Definition of Recount Text
According to Anderson &Anderson (1997: 48) a recount is
speaking or writing about past events or a piece of text that retells past
events, usually in the order which they happened. There for the
experience of the readers themselves, such as their adventure and their
day’s activities.
b) The Purpose of Recount Text
According to Mukarto et al. (2007), the generic structure or
rhetorical features of a recount text consist of three parts, namely:
1) Orientation
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It gives reader background information of the story. As the
opening paragraph, it should answer the questions: who,
what, where, when, and how.
2) List/series of events
It tells a series of events in a chronological order and
describes what happened.
3) Re-orientation
The lists of reflections of the events exist in the
paragraph.The recount text has social function. Recount
“tell what happened”. The purpose of a social recount is to
document a series of events and evaluate their significance
in some way. It is also to give the audience a description of
what occurred and when it occurred. The purpose of the
literary / story recount is to tell a sequence of events so that
it entertains. The story recount has expressions of attitude
and feeling, usually made by narrator about the events.
c) Types of Recount Text
In exploring how text works (Derewianka, 1990: 15-17) there
are three types of recount. They are:
1) Personal Recount
36
Personal recount is a recount that retells of an activity that
writer or speaker has been personally involved in (e.g. oral
anecdote, diary entry). Language features of personal recount are:
a) Use of first pronoun (I, we).
b) Personal responses to the events can be included, particularly
in the end.
c) Details are often chosen to add interest or humour.
2) Factual Recount Text
Factual recount is a recount that records the particulars of
an accident. (E.g. report of a science experiment, police report,
news report, historical recount). Language features of factual
recount are:
a. Use of third person pronouns (he, she, it, they).
b. Details are usually selected to help the reader reconstruct the
activity or incident accurately.
c. Sometimes the ending describes the outcome of the activity
(e.g. in a science experiment).
d. Mention of personal feelings in probably not appropriate.
e. Details of time, place, and manner may be need to be precisely
stated (e.g. at 2.35 pm, between John st, and Park rd, the man
drove at 80 kbp).
37
f. Descriptive details may also be required to provide precise
information (e.g. a man with a red shirt, brown shoes and long
his, weighing 75 kilos and approximately 189 cm tall).
g. The passive voice may be used (e.g. the breaker was filled with
water).
h. It may be appropriate to include explanations and satisfactions.
3) Imaginative recount
Imaginative recount is a recount that takes on an imaginary
role and giving details events (e.g. a day in the life of a Roman
Slave: how I invited…)
5. Teaching-learning process using the scientific approach
The learning process is very important and takes the important
key in the teaching-learning activity and the achievement of the students.
The learning process means the students and the teacher have the
correlation between them to be a unity in a class. It can be student-
centered approach, where the teaching-learning activity is not teacher-
centered.
A student-centred approach which actively engages the young
person in the learning process is critical if skills which result in healthy
behaviours are to be fostered and developed. Some of the learning
strategies that could be incorporated in the comprehensive approach
include self-directed learning, co-operative learning, role playing,
38
behavioural rehearsal, peer education and parent involvement.
Consideration should be given to allow students to plan some learning
experiences. They could be provided with opportunities to identify topics
or areas for further study, contribute information relevant to an issue for
study and/or make suggestions for follow-up activities.
It is important for the teacher to understand how their students
learn, because it will be a consideration how he/she will teach them. There
are many different theories of learning process. Slavin in Brown (2007:7)
defines learning as a change in an individual caused by experience.
Burns in Dunn (2002) conceives learning as a relatively
permanent change in behavior with behavior including both observable
activity and internal processes such as thinking, attitudes and emotions.
Then, Brown (2007:8) breaks down the components of the definition of
learning, those are:
a. Learning is acquisition or "getting."
b. Learning is retention of information or skill.
c. Retention implies storage systems, memory, and cognitive
organization
d. Learning involves active, conscious focus on and acting upon events
outside or inside the organism.
e. Learning is relatively permanent but subject to forgetting.
f. Learning involves some form of practice, perhaps reinforced practice.
g. Learning is a change in behavior.
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Because learning is a natural process, Curriculum 2013 proposes
the scientific approach in learning process. The scientific approach is
believed as a golden bridge of the development of attitude, skill, and
knowledge of students.
And the scientific approach means the basic concepts underlying
the formulation of inspiring or teaching method by applying scientific
characteristics. The scientific approach is part of the pedagogical
approach to learning in the classroom implementation that underlies the
application of the scientific method.
Understanding the application of the scientific approach to
learning does not only focus on how to develop student competence in
observation or experiment, but how to develop the knowledge and
thinking skills that can support creative activity in innovating or work.
It is stated in Permendikbud (2014) that the scientific approach in
Curriculum 2013 has some steps. They are observing (mengamati),
questioning (menanya), experimenting (mengumpulkan data), associating
(mengasosiasi) and communicating (mengkomunikasikan).
1. Observing (mengamati)
The process of observing by senses (reading, listening, seeing,
watching etc.) with or without tools. It has certain advantages, such as
the media presents a real object, learners happy and challenged, and
easy to be implemented. Of course learning activities in order to
observe this usually requires a long time preparation, relatively large
40
cost and effort, and if it is uncontrolled it will obscure the meaning
and purpose of learning.
2. Questioning (menanya)
In this process, the students create and ask questions, discuss about
some problems, the extra information they want to know, or as a
clarification.
3. Experimenting (mengumpulkan data)
The third process is experimenting. It means to explore, try, discuss,
demonstrate, imitate the shape or motion, experiment, read other
sources beside text book, collect data from informants through
questionnaire, interview, and modify/add/develop. Students should
have skills to develop knowledge about the environment, and able to
use the scientific method and scientific attitude to solve the problems
that they face everyday.
4. Associating (mengasosiasi)
Associating means processing information that has been gathered,
analyzing data in the form of creating category, associating or linking
phenomena/relevant information in order to find a pattern and
conclude them.
5. Communicating (mengkomunikasikan)
6. It is a process of presenting a report in the form of charts, diagrams, or
graphics, prepare written reports, and presenting a report covering the
process, results, and conclusions orally.
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Another explanation is stated by Richards and Renandya
(2002:316), those are planning, drafting, revising, and editing. In every
stage, it is suggested that it provides various learning activities that can
support the learning of specific writing skills.
The planned writing experiences for the students can be described
as follows:
1) Planning
Planning or pre-writing is an activity of writing that aimed to
encourage and stimulate the students to write. Planning also brings the
students away to have many ideas to write. Since its function is to
stimulate students’ ideas to write, the writing activities must be
prepared to provide them learning experiences of writing, such as
clustering, brainstorming and etc.
2) Drafting
At this stage, the students will focus on the fluency of writing and
write without having much attention to the accuracy of their works.
They must also focus on the content and the meaning of the writing.
Besides, the students may be encouraged to deliver their messages to
different audience, such as peers, other classmates and etc.
3) Revising
The students review and re-examine the text to see how
effectively they have communicated their ideas to the reader. Revising
is not a simply activity of checking language errors but it is done to
42
improve global content and organization of the ideas so the writer’s
intention is clearer for the reader.
4) Editing
At this stage, the students are focused on tidying up their works as
they prepare the final draft to be evaluated by the teacher. The main
activity done by the students at this stage is editing their mistakes on
grammar, spelling, punctuation, sentences, diction, sentence structure,
and accuracy of supportive textual material.
The students are not always expected to know where and how to
correct every error, but editing of the best of their ability should be done
as a matter of course.
7. Media in Teaching Language
In teaching and learning language process, effective
communication between teacher and students is intensively needed. To
establish an effective communication, teachers need media that can help
them to deliver a message or information. As stated by Soeparno
(1987:1), media are a tool used as a channel to deliver a message or
information from a resource to receiver. In the teaching and learning
context, the resource is a teacher, while the receiver is students.
Media also can be used to transfer the learning material to reach
the goal of study and increase the student’s achievement. In addition,
Sudjana and Rivai (2007) state media is a tool in the systematic
43
instruction that can accelerate the students’ learning process which in turn
is hoped to increase the students’ achievement.
Thus, media are the main component and tool such as
photograph, chart, diagram, poster, leaflet and brochure pamphlet which
are needed in the teaching and learning language process to help establish
condition used by the teacher to facilitate the instruction in order to
support students to reach the goal of the study.
Moreover there are so many functions of media in the teaching
and learning process. According to Sudjana and Rivai (2007:1-2) there are
some functions of media, as follows:
(1) To attract students’ attention
By using media, the instruction can be more interesting and students
will be more interested in learning process designed by the teacher,
which in turn will raise their motivation in learning a subject.
(2) To make the lesson more meaningful and understandable
Learning material will be easier to be understood and meaningful. So,
it is expected that students will be able to reach the goal of teaching
and learning better.
(3) To reduce the length of time
Teaching and learning activities are not only verbal communication.
Knowledge that will be transferred to the students will be understood
easily by seeing or using the media. So, the length of time required
can be reduced.
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(4) To make students more active in learning process.
When the process of teaching and learning happens, students are
not only listening to the teacher’s explanation but also doing other
activity such as observing, interpreting, explaining, demonstrating,
practicing, etc. on the process, students learn actively which in turn
will prevent students from feeling bored and reducing this
condition. Referring to the explanation above, it is clear that the
use of media is important in teaching and learning English. They
help both the teacher and the students to achieve the goal of the
study. And media help the students to gain their interest.
Those are in line with Harmer (2007:177) who suggests four
media which can be used in the classroom. Those are realia, pictures,
cards, and Cuisenaire rods. Realia is the real objects or the replica of
them. The benefit of using realia is it is quite useful and intrinsically
interesting. Moreover, realia also provides variety of language work and
communication activities. The second is picture. Teachers have always
used pictures or graphics whether they are drawn, taken from books,
newspapers and magazines, or photographed to facilitate learning. The
third is card.
Cards as a media can be used for various activities such as
matching and ordering, selecting, and card games. The last is Cuisenaire
rods which are actually a set of small blocks of wood or plastics of
45
different length. They can also be used for many activities such as to show
stresses, prepositions, and so on.
8. Manga Comic Strips
a. Manga
Manga loosely refers to a style of cartoons originating in
Japan. They usually are published in installments, and depending on
their form, can be up to several hundred pages long. Many different
genres are available, so they are popular with people of all ages and
backgrounds. Known for their in-depth plots and characters, these
well-respected works have been drawn for hundreds of years, although
the modern version developed starting in the mid-20th century.
Theory of comic is stated by Gravett (2004) that in Japan,
Manga and other forms of graphic literary materials have been an
integral part of the national reading culture, for adults as well as their
children, a heritage of remarkable breadth and diversity since the end
of WW II.
b. Comics
Comic is about the spoken language that conveyed in the
picture and panels. Generally it is different from books. Usually, comic
46
book provides the spoken language related to the reality exist in the
real life, completed with gaps, hesitations, and slang. Cary (2004: 33)
states that comic strips can be used as a means to help students deal
with difficulties in complex language in language learning especially.
Moreover Ranker in Drolet (2010) defines the use of comic as
reading material for ESL students and found that they help English
language learners with both reading and writing.
Hartley in Mallia (2007) limits the use of comic in textbook
design entirely to the affective domain, especially in classroom:
"Clearly the affective role of instructions is to therefore in comicstrips: their aim being to attract and motivate less-able learners.Often cartoon strips are used to present a simplified form ofinstruction, but there has been little research on theireffectiveness in this respect. ... The general picture that emergesfrom studies of text with cartoon embellishments is that cartoonsoften enhance motivation, but they do not often increasecomprehension." (pp. 87-88)
Therefore, by this explanation about the definition of the
comic strips, it is clearly stated that it was a sequence of pictures which
has the meaningful message conveyed in some words related to the
theme of the graphic.
c. Teaching by Using Comic (Manga Pictures)
Comic is such supplementary cues that provide a conceptual
basis for organizing the input, the second language comprehension
47
process would be facilitated since learners would be better to make
prediction when encountering words and expressions in a passage with
which they are unfamiliar.
Based on Derrick (2008), there are some ways in using comics
in writing. Those are:
1) Understanding visual symbols.
2) Reading order in Comics.
3) Comic jigsaw.
4) Fill in the text.
5) Putting panels in order.
Therefore, Manga comic strips can be regarded as a potential
material in teaching writing recount text to gain students’ interest.
Among visuals genre, Manga comic strips is more communicative,
popular, accessible and readable. In short, comic as media in
teaching and learning will be more effective.
Considering the standard of competence in writing
according to the curriculum that students are to be able to
understand meaning in the short simple recount text. Manga comic
strips can be both a method and medium of instruction. In the area
of basic competence in writing recount text, the task for students is
developing steps in the short simple passage and functional written
text accurately, fluently and acceptable.
48
Therefore the Manga Strips activities are expected to help
students activities in order to be varied and have the meaningful
goal especially in process of writing recount text.
B. Relevant Studies
The first study is the research of Krisnanto (2013) was also succesful to
improve ability of students of SMP N 5 Depok in speaking. Based on the
study above, it is mentioned that comic strips is effective to improve students’
speaking skills. The study showed that comic strips was able to improve the
students’ speaking in terms of Confidence and participation. Moreover, the use
of comic strips could improve the students’ participation in terms of students’
interest, concern,and attitude.
Furthermore the research from Riskia Amalia (2014) was also
succesful to using comic strips to improve reading learning process of student
of SMP N 2 Padang. Based on the study above, it is mentioned that comic
strips is effective to improve students’ learning process. The study showed that
comic strips was able to improve the students’ reading learning process in
terms of Confidence and participation. Moreover, the use of comic strips could
improve the students’ participation in terms of students’ interest, concern, and
attitude.
Based on those relevant studies, the research will be conducted in
improving the students’ skills in writing recount texts within the context of
Junior High School students by using Manga Strips.
49
C. Conceptual Framework
Every skill in the teaching-learning activity plays important roles in the
students’ language learning mastery and also contributes to the ability in
English which may influence to their talent. It means that the objectives of the
English teaching and learning process must be emphasized at helping the
students to be able to develop their writing competence.
Sometimes the teacher has decided the plans and goal to maximize the
learning process but it did not work. It can be seen from the students’ writing
performances and their responses toward writing. Most of them consider that
the writing skill is one of the most difficult skills to be mastered.
From the observations and interviews with the English teacher, several
problems were found by the researcher related to the teaching and learning
process of writing in SMP Muhammadiyah 1 Gatak. The classroom learning
writing process does not work well. This happens because there are some
problems that may influence the learning process. Those factors are the
teaching and learning atmosphere, limited sources of learning and lack of
practice. Besides, the students are also uninterested in the teaching and writing
learning process.
Then, the researcher decided to use Manga Strips as one of the best
solutions to those problems. Manga Strips was chosen to be the relevant media
to improve the learning process because it has many benefits in the teaching
and learning process of writing. The first advantage of using Manga Strips is
50
that it will make the students' writing interest improved. By using the Manga
Strips, the students are more interested to be involved in the teaching-learning
process and be able to write well. It happens because the Junior high school
students have the high interest in the comic, as it has some features that
entertain them.
Then using Manga Strips in the teaching and learning process of
writing recount text will also change the classroom atmosphere. By giving the
Manga Strips into the teaching in writing recount text, it expected to break the
habit as the entertaining material that seems to be casual and informal are
forgotten to be brought into the teaching and learning process.
In relation to its other benefits in writing, Manga Strips can be used as
a medium to practice and drill English everywhere, as the Manga Strips can be
given in every situations in the classroom activity. The students are lack of
practice and drilling, therefore the students need a media to do those activities
and certainly they also want to be guided by their teacher.
The last, Manga Strips can be used to improve students’ language use
and vocabulary because it can be designed into several activities i.e.
vocabulary and grammar exercises. The activities will encourage the students
to improve their vocabulary and language use.
To conclude, in this research study, the comic strips are used to be a
kind of effective media to practice and improve the students’ writing process
in terms of their participation, interest and writing skill.
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CHAPTER III
RESEARCH METHOD
This research is a kind of classroom action research (CAR) that tries to
solve the problems of classroom activity especially in the teaching and learning
process of writing based on the preliminary observations and interviews, so this
research is categorized as action research. Lodico et al. (2010:313) mentioned that
action research is a type of research that aims to enact immediate changes in an
educational setting.
Meanwhile Mc Niff and Whitehead (2002: 39) said that the focus of action
research is observing behavior and explaining the result of the observation. The act of
observing behavior can be assumed as the way the observer found the problem in the
classroom.
A. Subjects of the Research
The participants of the research were the teacher, the observer, me, and
the students of the Eighth grade of SMP Muhammadiyah 1 Gatak as the subject
of research.
The subjects of the research were 26 students of VIII B class of SMP
Muhammadiyah 1 Gatak. Therefore this class was chosen as the subjects of the
study after conducted the discussion with the English teacher. The research was
conducted collaboratively by all research team members. This study involved
52
me, the English teacher, and the students of VIII B class of SMP Muhammadiyah
1 Gatak.
B. Research Setting
This action research was carried out in October, 2016 and conducted in
VIII B class of SMP Muhammadiyah 1 Gatak, located on Mayang, Gatak,
Sukoharjo.
In the classroom there were two white boards and an attendance board.
There were also the organization chart of the class and the schedules for cleaning
the class hung on the wall, 15 tables and 27 chairs.
C. Time of the Research
The study was conducted in the first semester of the academic year of
2016/2017. Then, the action was conducted from September to October 2016. I
carried out the actions based on the school schedule, especially the English
schedule of VIII B class of SMP Muhammadiyah 1 Gatak.
D. Procedure of the Research
1. The Model of Action Research
The action research was suggested by Kemmis and McTaggart (in
Burns, 1999: 32), stated that action research occurs through a dynamic and
complementary process, with consists of four essential ‘moments’ of planning,
53
action, observation and reflection. These moments are the fundamental steps in
a spiraling process through which participants in an action research group
undertake to: 1) develop a plan of officially informed action to improve what is
already happening; 2) act to implement the plan; 3) observe the effects of the
critically informed action in the context in which it occurs, and; 4) reflect on
these effects as the basis for further planning, subsequent critically informed
action and so on, through a succession of stage. In conducting this action
research, there collaborated between the researcher and the English teacher.
Somekh in Burns (1999:32-33) portrays action research as ‘chameleon-like’,
as the plans, actions and observations through which action research proceed
should be able to be transformed by their social, educational and political
settings as well as by their professional values, beliefs and histories. And the
model of spiral can be illustrated as follows:
Figure 3.2 The Individual aspect in action research
54
2. The Procedures of Research
The collecting data in procedures of action research in this research
are:
a. Identifying the Problem
The researcher tried to identify the problems by doing pre-
observation in class VIII B of SMP Muhammadiyah 1 Gatak. The pre-
observation activities are the researcher interviewed the English
teacher, the students a piece of questionnaire and then based on the
result of their pre-test. The problems refer to the students reading
comprehension.
1) Questionnaire
The researcher gave a questionnaire to each student in class VIII B
of SMP Muhammadiyah 1 Gatak. The content of the questionnaire
was about problem learning English, how about their teacher teach
them, and how about their felling if during teaching and learning
reading conducted in a group. Based on the result of questionnaire,
the students have problems with reading comprehension and their
teacher. Most of them have the same problems and same reason,
for the example they cannot clear with the explanation of their
teacher.
55
2) Observation of teaching and learning process
Observation was held in class VIII B of SMP Muhammadiyah 1
Gatak during the English lesson. The researcher conducted the
observation in order to know about the teaching and learning
process in that class, to know the implementation of Manga Strips
to improve students skills in writing recount text, the students’
behavior when they join the lesson, the technique or method that
what used by the teacher, and others. Based on the observation, the
researcher made some summaries such as; teacher only uses one
technique, evaluate homework, give question and feedback, not
real thing, during lesson there are some students low attention to
teacher explanation, low focus of the students during reading
lesson, almost of the students did non-academic activities rather
than activities and most of the students were lazy to fulfill the
reading assignment the teacher instructed.
3) Interviewing the English teacher and students
The researcher interviewed the English, Mrs. Diah Rahmawati,
S.Pd, and some students of VIII B class. The interview were held
to know the opinion of the teacher and students about English and
the teaching and learning process. The researcher prepared the
general questions first before ask it to them. The questions for the
teacher and the students were different. The researcher interviewed
the teacher first, during the interview, the researcher got many
56
information or data related to with English lesson and problems
that may be had by the students. Second, the researcher
interviewed the students and it is done when they got time to rest.
The researcher asked some questions about the problems related
with English Lesson, and they have same general problems, that
are problems in reading comprehension.
4) Gave them Pre-test
The researcher gave the students pre-test before implementation
the Manga Strips for the students. The pre-test aimed to know how
the understanding’s students about recount text and how about the
score of students. Based on the results of pre-test, the researcher
can made a group to implementation the Manga Strips. The test is
about recount text. The type is the test is multiple choices with 20
questions. And the assessment of this test is every question that
students can answer with the right answer got 5 points.
b. Planning the action
After identfying the problems, the resercher designs an action
plan, that is, what activities carried out. Next, the researcher prepares
everything related to the action that implemented. The researcher
prepares everything that uses in doing classroom action research:
57
1) The material
The researcher prepares the materials that uses during observation
in the classroom action research. The material focuses on recount
text because it is one of the text types taught in the eighth grade of
Junior High School for the second semester. And the researcher’s
collaborative suggested to the researcher to use these texts.
2) Making lesson plans
The researcher makes for 8 meetings to 2 cycles based on the
syllabus.
3) Making students’ worksheet
The researcher arranges worksheets and record students’ activities.
The worksheet consists based on syllabus, multiple choice and
essay question.
4) Preparing teaching aids and instrument.
Then the researcher also prepares the teaching aid and media uses
in teaching process. For the media consists of:
1) Manga Strips; 2) compliment and suggestion sheet.
5) Making students’ assessment
The researcher makes scoring table including name of students
and total score based on the standard of reading assessment.
6) Making observation sheet
The researcher uses a private sheet to note the atmosphere in the
class. It was used to describe the situation during research.
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c. Implementing the Action
It is done by the researcher based on the planning in order to
improve, increase, or make any changes intended. The researcher
implemented the teaching and learning reading using collaborative
strategic reading. The researcher did two cycles. Every cycle takes 4
meetings. Three meetings to implementation the strategy and one
meeting to take the post test. In action, the researcher applied what
planned by the researcher:
1) First Cycle
In the first cycle the researcher conducts fourth meeting.
Whereas, three meetings to teach material with Manga Strips and
one meeting to give post-test cycle 1 to the students.
a) Giving explanation
The researcher gives explanation about Manga Strips to
students briefly.
b) Informing about Manga Strips
The researcher tells to the students about the steps of Manga
Strips.
c) Dividing students heterogeneously
The researcher divides the students into a group
heterogeneously, based on the pre-test score. The students
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have a group consist of six until seven students in every
group, because the basic of strategies is discussion.
d) Giving text to the students
The researcher shares the text to every student in each group
in the class as the material that will discussed by the group.
e) Teaching writing to write recount text by using Manga Stips
After the pre-test and after giving text to the students, the
researcher introduced Manga Strips model in teaching. Next,
the teacher applied the lesson plan which has been made.
f) Giving chance to the students to ask any difficulties or
problems
g) One of students in each group read the result of their
discussion.
The researcher gives command to the students to read the text
which had given by the researcher.
h) Controlling the students in each group
The researcher and the collaborator Mrs. Diah Rahmawati as
English teacher, always controlling students in each group
like made notes everything that they looked.
i) Giving post test
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The researcher provided another test called a post-test which
gives at the end of the cycle.
2) Second Cycle
In the second cycle the researcher conducts fourth meeting.
Whereas, three meetings to implemented Manga Strips to writing
recount text and one meeting to gives post-test cycle 2 to the
students.
a) Giving text to the students
The researcher shared the text to every student in each group
in the class as the material that discussed by the group.
b) Teaching writing recount text by using Manga Strips
After that, the researcher teaches the students by using Manga
Strips based on the lesson plan has made by the researcher.
c) Giving chance to the students to ask any difficulties or
problems
d) One of students in each group read the result of their
discussion.
The researcher gives command to the students to read the text
which had given by the researcher.
a) Controlling the students in each group
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The researcher and the collaborator Mrs. Diah Rahmawati
as English teacher, always controlling students in each
group like made notes everything that they looked.
b) Giving post test
The researcher provided another test called a post-test
which will give at the end of the cycle. The researcher
defined the difference between the results of those tests.
The data will analyse to answer the research problem.
4. Observing and Monitoring the Action
The researcher, observes important occurances during the
teaching and learning process by using Manga Strips model, and
observes how the teaching and learning process run. The researcher
respons and monitoring the students while they received the material in
class. The teacher also observes all activities in the teaching and
learning process while the college as a collaborator evaluation the
teacher’s teaching, offered suggestion on the best way to teach, and
helps make a field note. The result of the observation not in the form
of field notes.
The phase also involves the researcher in observing
systematically the effects of the action and documenting the context,
action, and opinions of those involved. It is a data collection phase
where the researcher use ‘open-minded’ tools to collect information
62
about what is happening. In this observing and monitoring the
researcher collaborations with the English teacher, she is Mrs. Diah
Rahmawati, S.Pd as collaborator.
5. Reflecting and Result of the Observation
The researcher made an evaluation on all the researcher
observes to find the weakness of the activities that carried out in using
Manga Srips to teach writing. After carried out the teaching and
learning activity using Manga Srips, the resercher occurance in the
classroom as the effect of action, evaluated the process, and noticed
the result of the implementation of Manga Strips in teaching writing.
The evaluation gives adventages in deciding what the researcher will
has to do in next cycle, and deciding whether the strategies used were
appropriate for the purpose and for the tasks. Modify the strategies if it
was necessary. Finally, the teacher revised the plan for the next cycle.
The analyzed the collected data, determining whether the action is
successful or not. The result of this step became the basis for the next
cycle and also answered the hypothesis that proposed.
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E. Technique of Collecting Data
In this classroom action research, the researcher uses tests and non-
test. Test is quantitative data and non-test is qualitative data. So, it different to
gets the data:
a. Observation
Observation is a mainstay of action research. It enables researcher to
document and reflect systematically upon classroom interaction and events,
as they actually occur here in the sense taking regular and conscious notice
of classroom action and occurrences, which are particularly relevant to the
issues or topics which are being investigated. It also refers to using
procedures that ensure that the information collected provides a sound basis
for answering research questions and supporting the interpretations that are
reached. Observing students’ classroom behaviors and action is a common
event for most teachers, but in the action research process the daily personal
experiences of ‘just looking’ are made more systematic and praise. This
gives us a basis for examining underlying assumptions, sharing them with
others, and opening them up to alternative viewpoints (Burn, 1999:80).
Supporting the ideas of Burns, Marshall (1995 in Sugiyono 2012:226) stated
that through observation, the researcher learns about behavior and the
meaning attached to those behavior. The observation conducts before and
using the research. The observation aims to know the situation of the
teaching and learning process when the media was used.
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Burns (1999: 82) also stated observation roles are participant and non
participant observation. The terms participant and non-participant
observation involves entering the research context and observing oneself as
well as others in that context. The researcher becomes a member of the
context and participates in its culture and activities. Non-participant
observation, means watching and recording without personal involvement in
the research context.
The researcher uses kind of participant observation as technique to
support the data from interview. In observation, the researcher observes the
activity of the students and teacher during learning process. There are two
parts of observation in this study. They are observation in pre-research, the
researcher observed the activity among the students and the teacher during
learning process. While in observation during action research, the researcher
observed all of things that happened in the class. From the observation, the
researcher noted all events, activity, and phenomenon happened. The
researcher compared between interview data and the real condition of
students in the class. If the data of interview is appropriate with the real
condition, means that the data of interview is valid.
b. Test
Written tests, pre-test and post-test, are used to find out the students’
achievemen in writing comprehension and to know the students’ writing
comprehension before and after teaching reading using Manga Strips. The
65
purpose of these tests is to figure out whether the students’ writing skills is
improves or not.
In this research the researcher uses objective test type in the form of
multiple choice test type and essay test type. In the form of multiple choices,
the question is 20 numbers with four options (A, B, C and D). The students
are requires to choose the correct answer by crossing one of the four options
in the form of multiple choice test type. Total score in multiple choices are
100. One point for each item which is answered by the students correctly and
marked 0 for the wrong answer.
While in essay test type, the sum of question is 5. In the form of essay
test type, the students must make a recount text which is suitable with what
the question above. If the answer was perfect, the total score is 15, 25 for
three numbers and 10. The test of reading is used to collect data about
students’ reading comprehension.
F. Trustworthiness of Study
Burn (1999: 161) stated that as a qualitative approaches have a gradually
become more common in educational research, new concepts of validity have
emerged. Burns (1999:163-164) also stated that triangulation is one of the most
commonly used and best known ways of checking for validity. The aim of
triangulation is to gather multiple perspectives on the situation being studied. It is
a term which is used in different sense by qualitative researchers. Silverman
66
(1993:156 in Burns 1994:163) states that triangulation is comparing different
kinds of data (e.g. qualitative and quantitative) and different methods (e.g.
observation and interviews) to see whether they corroborate one another… This
form of comparison, called triangulation, drives from navigation, where different
bearing give the correct position of an object.
This triangulation is the technique to obtain the satisfied condition; it is
needed not from the point of view. Patton (2002: 247) identify four types of
triangulation: (a) Methods triangulation - checking out the consistency of
findings generated by different data collection methods. They are: (1) it is
common to have qualitative and quantitative data in a study; (2) these elucidate
complementary aspects of the same phenomenon; (3) often the points were these
data diverge are of great interest to the qualiatitive researcher and provide the
most insights, (b) Triangulation of sources - examining the consistency of
different data sources from within the same method. For example: (1) at
different points in time; (2) in public vs. private settings; (3) comparing people
with different view points, (c) Analyst Triangulation - using multiple analyst to
review findings or using multiple observers and analysts: (1) this can provide a
check on selective perception and illuminate blind spots in an interpretive
analysis; (2) the goal is not to seek consensus, but to understand multiple ways of
seeing the data, (d) theory/perspective triangulation - using multiple theoretical
perspectives to examine and interpret the data
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In this research, the researcher used methods triangulation. This technique is
purpose to combine and check the information of the data with the instrument.
This way can be reached by: 1) to compare the result data observation with the
data of the interview, 2) to compare what the first informant says with other
informant, 3) to compare the result from interview with the document analysis, 4)
to compare the perspective of reality data with the opinion’s people who related
with the problem.
G. Techniques of Analyzing the Data
After collected all of data both quantitative and qualitative, the researcher
reduced it as they result of the data collection.
1. Qualitative Data
According to Miles and Huberman in Emzir (2012: 129-136), there
are three steps of data analysis, they are reducing the, displaying the data,
and drawing conclusion/verification.
a. Reducing the data
Reducing the data can be interpreted as the process of selection,
simplification, and transformation of the data to the field. The data
includes the data of observation, questionnaire, document analysis, and
test. In reducing the data, the researcher makes a summary, making
coding, grouping the data. The activity continues with sharpening,
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selecting, focusing, discard, and organizing data where the conclusion can
be draw and verified.
b. Displaying the data
Display as compound information which arranges that allow in
describing conclusion and taking action. The researcher describes all the
data obtained from observation, questionnaire, document analysis, and
test. The data displays in the discussion part.
c. Drawing conclusion/verification
The last step, the researcher concluded and verified the
investigation of data display. In drawing conclusion and verification need
re-checking and validating the data to strengthen the conclusion to be
firmer and more trustworthy. Finally, the researcher takes conclusion and
verifies whether Manga Strips can improve students’ in writing recount
text or not.
2. Quantitative Data
To analyze the quantitative data, need the result of students’ score
in writing. The test include pre-test, post-test in cycle one, and post-test in
cycle 2. It was accounted by formulas to answer the improvement of students
reading comprehension before and after implementing Manga Strips. So, the
researcher knows the improvement in pre-test and post-test.
To know percentage of the improvement in pre-test and post-test
knows with the percentage of correct answers of each student. The
percentage is used to measure the students’ reading comprehension. The
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students’ reading comprehension is found from the percentage of the correct
answer. The percentage formula that is used it:
The mean of pre-test and post-test could be calculated with the
formula: (Sudjono, 2008:81)
X = ∑X Y = ∑X
N N
Where:
X= Mean of students’ pre-test
Y= Mean of students’ post-test
∑X= the total score
n = the number of students
If the mean score increase, the students’ reading comprehension is
considered improving and the researcher is successful.
.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses about the result of the research. The objectives of
the research are to find the implementation when Collaborative Strategic Reading
is implemented to improve students reading comprehension and to identify the
improvement of the students’ writing recount text by using Manga Strips This
chapter covers research implementation and discussion. Each cycle of the
research’ implementation which consist of planning, action, observing, reflecting
and revising plan activities are described in this chapter.
A. Research Findings
This research finding is taken from what happened in teaching and
learning process from the beginning until the end of teaching and learning
process done in this research. This research is about improving students’
writing skill in recount text by using Manga Stips. Researcher conducted this
research in VIII B of SMP Muhammadiyah 1 Gatak in academic year
2016/2017. The research consisted of two cycles that started on September
28st 2016 (pre-test), October 5st 2016 is started for cycle 1 and finished on
October 28st 2016 for cycle 2. After each cycle was done, the researcher gave
a test to know whether the students’ writing comprehension improves or not.
The aims of this research are to improve the students’ writing skill in recount
text and to describe what happen in class when Manga Stips implemented to
teach English writing recount text. The description of research finding could
be explained as follow:
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1. Process of the Research
This research was a classroom action research. The researcher was
as an active participant as teacher and observer. Before conducting the
research, the researcher told Mrs. Dyah Rahmawati, S.Pd as the English
teacher in class VIII B that the researcher would conduct an action
research for this thesis. She permitted to conduct Classroom Action
Research (CAR) in her classroom. She wanted to know her students’
improvement through the research Mrs. Dyah Rahmawati, S.Pd and the
researcher worked together in implementing the study. The researcher and
the collaborator help each other during the research. The collaborator
always gives compliment and suggestion to the researcher after each
meeting in order to the next meeting get better than before. Teacher Mrs.
Dyah was the observer while the researcher was the practitioner and also
the observer. The researcher took the time about two months. The
following table explained about the research conducted.
Table 4.1 Research Schedule
No Date Activity Time
1. September 21rd 2016 Pre-observation 1 08.30-10.00
2. September 28rd 2016 Pre-observation 2 08.30-10.00
3. October 5rd 2016 Pre-Test 08.20-09.40
4.
October 7rd 2016
October 9 2016
October 14rd 2016
Cycle 1
Meeting 1
Meeting 2
Meeting 3
08.20-09.40
10.30-12.00
08.20-09.40
5. October 19rd 2016 Post- Test 1 08.20-09.40
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6.
October 21rd 2016
October 26rd 2016
October 28rd 2016
Cycle 2
Meeting 1
Meeting 2
Meeting 3
08.20-09.40
08.20-09.40
08.20-09.40
7. October 28rd 2016 Post-Test 2 10.00-11.20
The researcher conducted the action research in two steps. First,
the researcher was pre research observation and then researcher conducted
the action research. In this research, the implementation was held in two
cycles. During the research process the researcher noticed that cycle 1
was through stages of planning, implementing, observing, reflecting and
revising plan. Cycle 2 consisted of several steps too; they were planning,
implementing, observing, reflection. After that researcher get observation
class situation with teacher English as research collaborator. And then,
researcher conducted discussion of observation result and final reflection.
2. Identifying Problem
Pre- research was held before conducting the action research. It
was aimed at identifying the problems that occurred during the teaching
learning process dealing with the students’ reading comprehension. It was
to identify the teacher’s technique in teaching reading and to identify the
students’ motivation in learning English. Several action are conduct in the
pre- research. Those actions were interviewing the teacher and the
students, observing the teaching learning process, giving questionnaires to
the students and administering pre- test.
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a. Observation
Before conducting the research, teaching and learning process
was not inspiring. Based on the researcher’s observation, she found
the facts that could be explained as follows:
Table 4.1 The Field Problem Concering the English Teaching
in Learning Writing Recount Text in Grade VIII B on SMP
Muhammadiyah 1 Gatak
No Problems Code
1. Some students were not participated in the teaching and
learning process.
S
2. The students tended to be silent when the teacher asked
them.
S
3. Some students were passive and easily got bored in
reading and writing activity.
S
4. Some students did not pay attention to the lesson S
5. The students found difficulties in understanding the
meaning of words.
S
6. Some students were not involved in doing the assignment S
7. Some students did not understand the teacher’s explanation
when she spoke in English because they did not know the
meaning of English words and sentences.
S
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8. The use of interesting media was limited in the teaching
and learning process.
Me
9. The materials were taken from textbook and LKS
sometimes were monotonous.
Ma
10. The teaching method used in writing activity was not
interesting.
Mt
11. The English teaching and learning process was teacher-
centered.
A
12. The activities were boring. A
Note:
S : students Mt : method
T : teacher Ma : material
Me : media A : activities
The researcher found that problems above were caused by
some factors. The cause of those problems could be categorized into
three aspects. First, they are viewed from students’ aspect, the causes
are the students had low motivation read English text, most of the
students were not focus, and most of students were lazy to read the
text. Second, from the teacher’s aspect, based on the interview with
the students the cause is teaching technique is used sometimes was
so monotonous. The teacher had never taught the students by
different methods and teaching and learning techniques in her
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instructional process. She used only students’ worksheet to teach
reading. Based on the pre-observation, it showed that in teaching and
learning process, the teacher taught the students by activities as
follows: 1) she explain the little material and then the students have
to write the words that the teacher said; 2) the teacher and the
students tried to translate the words or sentences together; 3) the
teacher analyzed the generic structure of the text; 4) the teacher was
explained the material not clearly so it is make the students
confusion in understanding the material. The teacher not clearly
when give an instruction to the students. And the other reason is the
teacher not enough experience to teach students in the eight grade,
because the teacher is a new teacher that usually teach and follow the
training to teach seventh grade. Those activities were applied in
every meeting of reading class. Therefore, the monotonous teaching
and learning activity made the students were not interested and get
bored during reading class.
Third, from the teaching source aspect, the cause is teaching
source used in every meeting sometimes is monotonous. In this
school used curriculum 2013 (K-13) for eight grade students. The
book as a source that used is from the government. Every meeting
the teacher just read this book, explain the material, give questions
for the students and after that the teacher give assignment for the
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students. It made the students get bored and did not have interest
during teaching and learning process.
b. Interview
The researcher conducted the interview twice. First, the
researcher interviewed the English teacher. Second, the researcher
interviewed the students.
Based on the interview with the teacher, Mrs. Dyah
Rahmawati, S.Pd stated that she still had difficulties in teaching
English. Sometimes, she had difficulties in catching the students’
attention when they had been bored. She also had difficulties in
packing the teaching material using interesting technique, so she just
used the prepared tools (black maker and with board) or sometimes
she brought his own LCD, this condition was caused by the teacher
difficulty to use technique in the classroom. She also stated that in
teaching writing, the students had difficulties about understanding the
structure of the text, the characteristics of the text, understanding the
text message, main idea, and vocabulary.
Based on the interview with the students, MD, BA, SN, AD,
YR and DN the researcher concluded that the students prefer to study
in relax situation and not monotonous. From the interview with three
students, BA, MD, SN when I give them a questions like “Ketika ada
test Writing, apa kesulitan yang kalian hadapi saat test? Apakah
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terlalu banyak kata yang tidak kalian mengerti? Terlalu panjang?
Atau kalian tidak tahu arti dari kata-kata yang akan kalian tulis?”
they said “Semuanya” its mean that they had problem in the
vocabulary. They told to me that, if any test in English test, they lazy
to read the text and they do not understand about the question.
Actually, they are smart students. But, because they are lazy to
read the text especially the long text, so they got the low score. And
the next question is when the researcher interviewed AD, DN, YR and
given them question “Apakah ketika guru kamu menjelaskan sebuah
materi kepada kalian, penjelasan yang diberikan itu jelas?” they
answer “Tidak begitu jelas Miss, masih agak membingungkan”.
c. Test
The researcher conducted the pre-test on October 5th 2016. In
the pre-test, the researcher gave them some of question about recount
text and them to make a recount text to the test. In the following text,
there were 20 questions of multiple choices.
Based on the result of the pre-test, it was found that the
students’ skill on understanding recount text was still low, the
students’ mean score of pre-test was 53.92. From the writing score
there were only 1 students who got a score 71. This mean score is
considered is still low since the English standards score (Kriteria
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Ketuntasan Minimal/KKM) is 75. The lowest score is 45. It also
means that they failed to understand recount text.
Based on the result of pre-test, the highest score in the pre-test
was 71. Furthermore, the lowest score in the pre-test was 45. The last,
the mean score in the pre-test was 53.92.
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Table 4.2 Pre Test Score
NO Name Content Organization Vocabulary Grammar Mechanics Score1. Alfredo
Bagus P
20 15 15 18 3 71
2. Aris Ma’sum 20 15 14 10 4 63
3. Amah Wiji S 15 12 13 10 3 53
4. Aldi
Iswandono
10 10 12 10 4 46
5. Annisa
Pramudita S
17 10 13 10 4 54
6. Atriya
Valentina H
15 10 10 13 4 52
7. Adit 16 12 15 10 4 57
8. Bagas Efendi 15 10 13 12 3 53
9. Bima Ali
Syahbana
15 10 10 10 3 48
10. Cindhy
Azzahra R
10 12 12 10 3 47
11. Dea
Syahfitrie
15 12 12 10 4 53
80
12. Deby Nur A 12 10 10 12 4 48
13. Dini
Maharani
15 12 10 10 3 50
14. Eka Yudha
Pramudani
15 10 10 12 4 51
15. Eva
Puspitasari
20 12 12 12 4 60
16. Eka Apriliana
S
17 12 12 12 5 58
17. Fadhila Rizki
R
15 10 12 10 4 53
18. Ferdian
Febriyansyah
15 10 10 10 3 48
19. Fajar Wahyu
Nugroho
12 10 12 10 3 47
20. Fauzi Artiza
Rahman
15 12 12 12 4 55
21. Giovani
Patrin Dewi
12 10 10 10 3 45
22. Goras 12 12 12 10 3 49
23. Herry 15 12 12 10 4 53
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Prasetyo
24. Jesika
Anggun P
20 15 15 15 4 69
25. Mariyatun 15 12 12 10 4 53
26. Rakha
Yoseviva
17 15 15 15 4 66
Mean score : 53.92
B. Implementation
1. The Report of Cycle I
a. Cycle I
Considering the problems identified above, some actions were applied
as the effort to solve the problems. The efforts focused on improving
students’ involvement in writing. These were described as follows:
1.) Implementing comic strips and giving handout
In this cycle, comic strips were implemented in the
handout, and the steps which was contained in this handout was
following the steps of the K13 order to improve students’ writing
recount text which had an impact to their involvement the
participation during in writing recount text. In the process, there
were class presentations. During the class presentations the
students must pay careful attention. By doing so, they would do
well on the task. After that, they did the worksheets in a group. In
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the last meeting of the cycle, there was individual task. It was
writing their own wonderful holiday in their own words.
2.) Applying interesting comic strips activity and the classroom
management
Knowing the result of observations and interviews that some
of the students were not interested to join in classroom activities and
take part in the teaching process, some actions to be synchronized the
Manga Strips with some interesting activities were planned and
changing the classroom management to be more controlled such as
making the name of the story in the Manga Strips and the group they
belonged, as the example by the naruto’s member in the Comic. It was
important to praise their existence and they will be interested after all
and giving rewards in the end of the activity. There would be
interesting activity alongside the implementation by group discussion
and teamworking.
b. Actions and Observations in Cycle I
The actions were carried out four times, on Wednesday,
October 5th, Friday, October 7th, Wednesday, October 12th, and
October 14th, 2016. The study was aimed to improve students’
writing recount text which was related to their invovement and
participation in learning the writing recount text by using comic strips.
In this cycle, the action was implemented and notes were taken on
observing the teaching from beginning until after the class ends.
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1.) Implementing comic strips and giving handout
The handout was contained comic strips, and they were
provided first in the observing step of K13 curriculum, where
after done it at the last they have to write their own story of
their holiday. It was put it in the beginning of first cycle to
make them familiar and to step in the next cycle as the students
would deal most with the Manga Strips activity. Besides, it was
a good model as the input text to begin with the new activity
based on the Manga Strips.
In the beginning there was 6 groups which consist of 4-5
students eachwhere 1 group was about four or five, due to the
class was consisted of 26 students. And in implementing Manga
Strips, some procedures were taken. In the beginning, there was
group division. There would be group consisting of four until five
students. There were 26 students in the class, so there were six
group at all, which four groups with four students and two group
with five students.
After that, the students were asked to gather with their
teammates and to make circle. In this time, they got group names
from characters in famous manga cartoon “Naruto”. each group
have identities to help in recognizing the active students and
groups. There were the name “Sasuke”, “Sakura”, “Itachi”,
“Hinata”, “Jiraiya”, “Akatsuki” and “Kakashi” group to make the
group to be interesting.
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The next activity was class presentation. The students
were started into material by using some questions and clues, so
the materials were not directly given. Then they were given some
choices to be analyzed about the Manga Strips based on recount
text. It aimed at improving students’ self learning and encouraging
the students to give their opinion. And it was proven by few
students tried to answer the answer the question by clues or just
guessed it. But it was only 5 students who seem to be active at the
beginning.
In the beginning, most students also did not get the point
of recount text clearly. Besides that, the explanation was little bit
so fast.
Then the Manga Strips as the input text was given. There
were six panels and the story told about the students (naruto’s
member) who spent their own holiday by playing around in the
park and tried to play the skateboard. The students were simply
read the Manga Strips and marking the events based on the comic
strips. In this actvity some students were giving their attention
while the other students did not. So to make sure they got
understand or not, they were questioned and repeat the material
again.
After the students got some points, the materials were given.
The students raised their hand to ask about the material and after
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make sure that the students were fully understand the first task was
ran.
The first task was simply about read and underlining the verb
inside the manga strips they read. There were no difficulties after all
and the students fully understand about the instruction and they did
the task well, it was proven by when they were given some questions
about the verb provided in the text they answer it all. But there were
still few students who did not know about the meaning. So the
students were ordered to open their dictionary to find the meaning of
the words.
After that the students were explained about the grammar
used in the recount text. Some of the students understood while the
others were not. They still had the difficulties with the irregular
verb that has the different form of the V1 and V2 significantly.
The grammatical feature were explained again and giving
them the list of the regular and the irregular verb that may be used
in some text while the research was conducted. In the couple of
minutes in the first meeting, the students were ordered to do the
task about the verb form. The task ordered students to make
sentences in the past negative form and the past interrogative form,
while the positive form was on the present form.
As soon as the students finished doing the task, they were
ordered to have a discussion to find the use of the simple past tense
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and past continous tense from every source in the shared group,
there were 6 groups they belonged to. They continued to the next
task provided by him. The students began to raise their hand and
give their opinion about the material. At the first time, the students
were passive and did not have a word. After the students finished
doing the discussion, they submitted their worksheets. Students
were asked about the conclusion of what they learned in the class
from the beginning until closing. They also drew the conclusion
from the material given. At last, the class was ended and the
students said goodbye.
The second meeting there were the students who was
absent from the class, it was about 2 students. The students began
to analyze the text and the orientation, why and how many events
happening, who were involved and the time of the story. They
were also began to search the difficult words in group without
assisstance. After that the students dealt with the recount text in re-
arranging sentences.
The students were active but it was little, there were few
students who sat behind who did not involved and chat each other.
So the teacher gave the attention to them and they were given by
the repetation of the story and they have to answer it. From few
students behind there were 4 students who ask correctly, but some
of them also have the willing and the interest to try answering the
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question. Another presentation about chronological order and the
conjunction of the story were also given. The students collecting
information from the text and were given clues about that. The
students tried to guess and finally some of them known about it. It
was about the time conjunction to relating the events to be a
coherent chronological order in a story. And to make sure about it
the students working the task in group and each student have to
provide their answer. There were 3 groups were all the members
finished the task in time and 3 group rest has 3-4 students who had
their member did not finished the task in time. Then students began
with another Manga Strips task but they must be working
individual while they sitting in their group, and the task was about
re-arrange the paragraph into a good text. It was provided by the
comic strips below the text so the students had the guidance to help
them work in group together.
The paragraph was about the nice holiday, and the students
have so many questions to doing this task. There were the unusual
places that they never heard before, because the story told them
about someone who had a trip to USA. The students were
interested in doing this task and they all have done it in 15 minutes
and their work must be submitted.
Finally the time gone then each group has to submit their
work, no excuses. The students were given the last task in the
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second meeting, and the task was the multiple choices with the
comic strips above. The students were provided the comic strips to
replace the reading passage, beside the comic strips has more space
than the reading passage and it must be interesting for them. There
were no difficulties for them to solve the task and it has done 5
minutes before the bell rang. Then the time was limited and before
the bell rang they were questioned about the conclusion of the
meeting.
In the last meeting of the cycle the students began to work
individually to answer the question in the next task. The task was
about the Manga Strips and make the story based on the Manga
Strips. There were some students who confused but they’re still
working and doing by themselves.
After finishing the task the students were in group again to
compete in writing their own holiday. Each group had to provide a
good holiday story and every group has different ideas of story.
And before the time was up the group had to be ready to submit
their story and the winner will be announced in the next meeting.
The students were start to work they looked so seriously to be the
winner, but some students complained. It can be seen by the field
notes below. The story of the comic strips was about the nice
holiday events and it aimed to attract students due they must have
the story of their momorable holiday.
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There were 2 groups behind that were very clumsy. So each
member was ordered to be serious. In the assessment of this
activity ordered to the leader to make every member give their idea
to be written in the story so there were no students who did not
giving their ideas and notes were taken by the collaborator to mark
for those who were active.
In the last, the winner will be announced in the next
meeting. The students had one last task of this first cycle and the
task was to write their own memorable holiday events during their
lifetime and they do it individually but due to the time was limit,
the students will made the task as the homework and will be
collected later and there were the students’ responses in various
words about the classroom activity.
The individual improvement was calculated as soon as
possible. The improvement were marked from each student,
beside it was collected from the interview. The improvement
was based on the students’ cooperation in the classroom activity,
teamwork and involvement.
In the last meeting in the cycle 1 there are Post-test 1. In
this meeting was held on Wednesday, October, 19st 2016, the
students did the post-test 1. The post-test was aimed to measure
the improvement of students’ writing comprehension. It was in
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the form of written test. During 50 minutes the time given by the
researcher to do this test, almost of students did the test
themselves. Although, there were some students who wanted to
cheat in doing this test, the researcher could control them by
reminding them that she would give the minus score for the
cheating students.
Based on the result of the post-test 1, it was showed from
the result of the students’ score that reached the KKM score
from 26 students of VIII B class the mean score was 61.80,
whereas the highest score that had been gotten by the students
was 80, and the lowest score was 51. The result of post- test
showed that the students’ mean score improved from 53.92 in
the pre- test to 61.80 in post- test 1.
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Table 4.2 Post Test Score of Cycle 1
NO Name Content Organization Vocabulary Grammar Mechanics Score1. Alfredo
Bagus P
20 15 15 20 3 73
2. Aris Ma’sum 15 15 14 10 5 59
3. Amah Wiji S 15 17 15 17 4 68
4. Aldi
Iswandono
15 12 12 10 5 54
5. Annisa
Pramudita S
20 12 15 10 4 61
6. Atriya
Valentina H
17 15 14 15 4 65
7. Adit 20 12 15 15 4 66
8. Bagas Efendi 15 15 15 15 4 64
9. Bima Ali
Syahbana
20 15 15 20 4 74
10. Cindhy
Azzahra R
20 15 15 20 4 74
11. Dea
Syahfitrie
16 12 12 12 4 56
12. Deby Nur A 14 11 10 12 4 51
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13. Dini
Maharani
17 12 11 11 4 55
14. Eka Yudha
Pramudani
20 12 12 17 4 65
15. Eva
Puspitasari
25 15 15 15 5 75
16. Eka Apriliana
S
20 12 12 15 5 64
17. Fadhila Rizki
R
17 12 12 21 4 66
18. Ferdian
Febriyansyah
20 15 15 20 4 74
19. Fajar Wahyu
Nugroho
15 12 12 10 4 53
20. Fauzi Artiza
Rahman
16 13 12 12 5 58
21. Giovani
Patrin Dewi
15 12 10 10 4 51
22. Goras 15 12 12 12 5 56
23. Herry
Prasetyo
20 13 12 12 4 61
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24. Jesika
Anggun P
25 15 15 20 4 79
25. Mariyatun 16 13 12 12 5 58
26. Rakha
Yoseviva
25 16 15 20 4 80
Mean score : 61.80
From the result of pre-test and post-test 1, it could be seen
that students’ score increased. The highest score gained by the
students improved from 71 in pre-test into 80 in post test 1. The
lowest score improved 45 in pre test into 51 in post test 1. The
mean score between pre test and post test also improved from
53.92 into 61.80. However, almost the improvement of post-test
1 score was still low since the English standards score (KKM
Bahasa Inggris) in that school was 75.
2.) Applying interesting activity
There was an interesting activity of the manga strips
as put into the section of the 1st cycle. Students were asked to
write the recount text in a group. The best group will have the
present. The rule of the activity was
a.Each group have to write the recount text about holidays.
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b.There were 7 different categories that was choosen by the
students through lottery before the activities begin. Those are :
Playing, Sport, cooking, activity at home, shopping in the
market, studying and helping parents
c.The story which do not related to the theme they had will be
disqualified.
d.Every group members give their idea at least one event.
e.The story at least consist of 5 events.
f. The winner will be announced in the next meeting
Each group were asked simply to write their own
funny or memorable experience. First they were explained the
rule above and they had questions about the rule, after that the
students start to working in a group. For the best and proper
story willl be get a present for two best stories. The students
were enthusiast about the present.
In the first meeting, the students were divided into
small group. Each group consisted of four to five students with
different gender and achievement. To gain students’
involvement, the group names were created by using famous
cartoon names. some characters in “Naruto.” were used here.
One student from each group was ordered to take lottery
consisting of group name. The students who had already got
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the name directly came to their group. There was also a student
smiling at her group because she got character whom they
liked. It is described in the field note below.
Some of the students who have got group names are smiling
directly. “yes grup ku dapet sasuke”, said one of the students.
Another students were aslo commenting on result of the lottery,
“Miss boleh ganti nama grup apa nggak? Akatsuki kan galak”.
Some students are laughing because of that.
(Source: Field Note 5, October 10th, 2016, see Appendix 1)
This activity was the beginning to introduce the
students to the teaching and learning process. They could have
something familiar with them so it made them thought that the
activity will be about the manga they had.
To engage students’ interest, they were promised by a
reward of the games competition that will be held in the next
meeting. But the students had no information about the games
they will play later. It was expected that the students would be
more interested in learning English because they would feel
that they got rewards in doing the task successfully. This plan
was implemented by saying good, that’s right, great, awesome
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and good job when they tried to answer the questions or did
anything they were asked to do.
The reward will be given in the first meeting of second
cycle. There will be the group achievement to consider the best
team to win the reward. For one who most correctly fulfil the
requirement of the competition and succesful they will get the
reward.
The one who win may be the happiest group because
they accepted the present happily. The present was the snacks
and stationery. But, there were students who were
disappointed. They were sad because they got no rewards. One
of them felt that he did a good work but she got no rewards.
To support the qualitative data, the interview was
conducted to decide the amount of students who had the
improvement after the implementation.
c. Reflection of Cycle I
After implementing the actions, the actions were
evaluated and reflected the actions and found out
whether the action was successful or unsuccessful. The
discussion was done based on the observations in the
teaching and learning process, opinions from the
students and the teacher. All opinions were collected as
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the result of the discussion in reflecting the actions that
had been implemented in Cycle I.
1) Implementing manga strips and giving handout
The implementation of using manga strips and
handout to improve the students learning process
was not completely effective due to the
improvement of the students they achieved and the
students condition after the first cycle was applied.
The activity of the manga strips provided them
with so many opportunities to get involved in the
teaching (learning process). Some activity they
could enjoy to make them seem to be intereseted
in facing the recount text.
However, there were still few students who
had low involvement. They have chat with their
friends. They did not pay attention to the
instruction and explanation given. Even, some of
them disturbed other groups. It was proven by the
moment when they caught in chatting and joked
with their teammates.
R caught 2 teammates were doing chat, then they
asked about what they were talking about. The
were joking each other about their friend and
laughed each other. They were questioned about
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the recount text and the conjunction exist in the
recount text. Some of them known while a
students did not. They ordered to be silent later or
they will be in front of the class to write the
recount text by themselves. Finally they could be
quiet.
Source : Field Note 5, October 12th, 2016. see
appendix 1
Then, there were passive students in some
groups. They only listened to their friends’
explanation then copied the tasks. The other
problem was related to the classroom
management. It was difficult to control students’
movement in the classroom. They liked running
and speaking loudly when they did the
assignments. Therefore, their movement had to be
controlled more in the next cycle.
2) Applying interesting activity
Put the students in a group and join to the
activity that required teamworking really made
them involved in the learning process. Almost all
of students in every group put their ideas to
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complete the text and compete to be a winner of
the best story maker.
In addition, the students got both
knowledge and pleasure from making the recount
text about the holiday. They had the learning
process without pressure so they did it sincerely. It
is supported by the student’s statement below.
R : Researcher; S: Student
R : suka gak sama game nya tadi? (Do you like
the activity today?)
S23 : Suka suka. (I like it miss.)
R : Kenapa emangnya? (Why do you like it?)
S23 :Kita bisa kerja kelompok biar gak sepaneng.
Jadi tu gak yang membaca teks, terus ngerjain
soal aja. (yes miss it make us enjoy the activity in
the classroom, so we are not only dealt with task)
(Source: Interview Transcript 11, October 14th,
2016, see Appendix 2)
Although the activity was effectively done,
there was still the weakness that make the activity
didn’t meet the expectation. It was consuming so
much time and took another task time to fulfil the
game activity. The teacher also said that this
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activity was rather time consuming. With the
limited time given, the opportunity to give more
examples in giving enough input text and the time
for providing the grammar usage in the recount
text was very little and limited. So students might
have the difficulties in using the grammar use in
their text. And they might be difficult to decide
the vocabularies they would use in their recount
text.
c. Summary of Cycle I
From the implementation of the actions
in Cycle I, there were some actions that were
effective and ineffective. The descriptions of
the effective and ineffective actions were as
follows.
1) The use of manga strips to improve
students especially in the involvement in
writing was successful but still in low
scale, due to the students participation
which still little and it was resulting the
little improvement. It had improvement
before manga strips were implemented,
although it only covered of students’
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learning process it was not enough for the
significant improvement to say that this
research is completely success. However,
few students were still passive in the
teaching and learning process. They joked
and chatted with their friends. And
providing the handout for the students was
effective to make students have more
practice and doing the exercises. But the
handout was also need the improvement in
terms of the various task and exercises to
make the students have more practice in
the next cycle.
2) The actions by using the manga strips to
attract their interest, besides it also gave
the big picture of the story was effectively
used for making the students open their
mind about the story in general. Making
the well and warm classroom situation in
the first cycle was one of the strategy
before implementing the manga strips in a
great scale. And it made them felt involved
to the learning process as they had the
monotonous activity before. But the level
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of noise was still high and needed some
improvement in the next cycle.
2. The Report of Cycle II
The strategic actions in the implementation of Cycle II were not much
different from the strategic actions in the implementation of Cycle I. The
descriptions of the stages in Cycle II were described below.
a. Planning of Cycle II
Based on the findings of Cycle I, some aspects that
needed to be improved were found. In solving the problem,
similar strategic actions in Cycle I was still used to be
implemented in Cycle II. Those strategic actions were
implementing manga strips, applying interesting activity and
changing classroom management. However, there were some
differences in the team group activities, the differences were
believed to make the better improvement in the students’ learning
process. It will be making different seating arrangement, and
applying hide and find activity based on the Manga Strips. These
were the description of the actions implemented in Cycle II.
1) Implementing Manga strips and giving handout
There were no differences in implementing the
manga strips and handout distribution in the teaching-
learning process. The handout were used to improve
students practice opportunity and the manga strips were
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used as the model and task to show students’ performance.
But the addition were added to make the learning process
and students enthusiasm better than before.
In the second cycle students were introduced to
another theme of Manga Strips. The students did the
individual task after the Manga Strips was given. The
individual task for the students was expected to raise
students’ involvement after they did the teamwork most in
the first cycle.
The different seating arrangement in the reading
comprehension task was also made. These actions were
expected to minimize students work together with their
desk-mates. And in the last meeting, there was an
individual task in the form of writing like the students did
in the first cycle
2) Applying interesting activity based on the manga strips
The implementation of the interesting activities
were repaired to have the better activity for the students
that improve their participation more significant. In the
first cycle the students got involved so many but there few
students that still uninvolved due to the low attention that
they had. In this second cycle the activity was set to meet
the students need as the attention taker.
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In this game the group got scrabbled Manga
Strips panels and they have their own title. The title was
different for each group so they have to find the suitable
Manga Strips panels which placed on the other group.
There are six group and two group will be the first,
followed by other two groups and so on. The time in
finding the suitable panels were limited it was about 4
minutes in each two group. So the students had enough
time to think in the panels that suitable for the title before
they went around.
b. Actions and Observations in Cycle II
The actions were carried out four times, on Wednesday,
October 19, Friday, October 21, Wednesday October 26, and
Friday, October 28 2016. The genre of the text was recount text.
The descriptions of the implementations were as follow.
1) Implementing the manga strips and giving handout
In the first meeting of first cycle the winner of
the previous activity was announced, and the winner was
group Sakura with the holiday in the Sangeh Bali. Their
story of holiday was very funny, it was about Dea went to
the Sangeh Bali and with their family but in their way they
had some terrible moments that was very ridiculous. They
were biten by monkeys and they stole their snacks on the
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road. The recount text was perfect and have accomplished
the requirement of the competition.
The Sakura group was being the winner and they
were very happy to take the present from. The teacher told
them not to be arrogant and other group not to be anarchy
following this result.
To refresh the situation, the students were sitting
in their desk-mates and for groupwork they still placed on
the previous group, there were no difference in grouping
for the next cycle. It aimed to make the time efficient and
they retained the chemistry with previous group. Some
students were enjoyed to stay in previous group.
To refresh the situation the students were
questioned to recall the types of recount text they have
remembered. There were many students who still
remember well while some students did not. Then simple
explanation to make sure they’re totally understood
about the materials was given, in order to give students
opportunity to ask about the presentation they heard. And
there were about 4 students asked him to be detailed and
give another example. After giving the all presentation
other task were given. The students worked individually
and after students finished working there will be the class
discussion about the task. The class discussion was about
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the answer of the students’ worksheet and followed by
another task. In the next task the students doing the same
type of the task in the first cycle. The students began to
analyze the text and provided the answer orally by
stating the orientation, why and how many events
happening, who were involved and the time of the story.
The Manga Strips were different from the first cycle to
ensure the students get so much example of the recount
text model based on the Manga Strips. There were so
many students did the task well and almost all did the
well job. The class participation and enthusiasm about 26
students while the 3 students rest were still like to permit
to the lavatory or just have a little chat with his team
group.
Then the explanation was given to led into
the final conclusion. The students didn’t have difficulties
to get the material. They enjoyed the teaching and
learning process. They were involved in answering
questions and giving their opinion. The description could
be seen below.
Researcher tried to recall the students memories by
asking students to give examples of simple past tense
verb and they mention them loudly and enthusiastically,
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“went, decided, took, looked”. Then, the researcher asks
them to give examples of stating the re-orientation of the
recount text. And a students shouted “that is a great
experience.”
The researcher give praise and giving correction of the
wrong auxiliary
(Source: Field Note 8, October 19nd, 2016, see
Appendix 1)
During the explanation, students asked
questions when they had not known yet. The teacher as
collaborator also tried to give some questions to groups
randomly. The students were choose randomly and the
teacher make sure that in this 2 cycle all of their students
were questioned and they will be able to participate in
the writing process.
After finishing the material, the multiple
choice worksheets were given to the students. But the
time was limited and it there was still 5 minutes to end
the class. The conclusion and feedback were given to the
students and ordered to make the last task being
homework. After giving conclusion and feedback the
class was ended.
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In the second meeting after the class was
opened, the students began the meeting by sitting in their
group. Then they were asked about the homework they
had and their worksheet were submitted in front of the
class. The result shows that all of the students did their
homework and they did it well. They were appreciated of
their work and informed that there will be a game that
had an award that similar in the first cycle. They were
interested and ready to start the class.
As the next activity, the Manga Strips were
given as the example for the students. They began with
analyze the panels and its pictures then they tell how the
story happened. Some groups had almost the same
opinion about the story and there are two groups in
different view. After that the story was given in the
whiteboard and followed by students’ right opinion.
The students were given the task again, and
the task was about giving the conjunction and sequence
of events. The students were given the Manga Strips and
they must fill the blank conjunctions with the available
choices. After they done with the conjunctions, they
dealt with the paraphrasing the events of the story above.
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They also told about how was something happen, who
were included and the place.
Then the next activity was delivered to them,
and they put into the group activity. There were some cut
random panels of comic (Manga) which had the title
above. They were in group to re-assemble the panels of
comic in right arrangement. They worked in group and
they seem to be curious about the right arrangement.
Sometimes they asked another group to have the right
arrangement, they were warned to stay in their group to
discuss and tried to solve the problem in their group. In
this group activity there were some students in different
group who were passive and only listen to their leader. It
was about 3 students they were questioned why they did
not give the opinion to the group. It could be seen
through the conversation below.
R: kamu kok diem aja kenapa? galau ya? (why are you
so silent? You feel complicated)
S: nggak miss bingung ini, urutannya gimana miss? (I’
confuse to find the order)
R: lha kalo menurut kamu gimana? Trus kalo kamu
punya ide tentang urutannya ya di share sama
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kelompokmu. (it based on your understanding and if you
find it just share it to your group-mates)
S: iya miss sebentar.(okay miss, a minute)
(Source: Field Note 9, October 21th, 2016, see Appendix
1)
As soon as the students finished doing the
group task and they were asked about the right
arrangement of the panel. All of group did well and all of
their work was correct. Then it was followed by the
games that was promised and in the game students were
under control as the students followed the instruction and
can collaborate in a group without any problem when
game was begun. The students involvement in this
activity was high due to all students join the group and
did their best in give their opinion and ideas to finish the
game.
Worksheets were given to each student. They are asked
to do the task individually. Several students were
complaining about the task, because they think the task
were too much and difficult “pak kok soalnya terus
terusan? Banyak lagi”
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(Source: Field Note 9, October 21th , 2016, see
Appendix 1)
In the last meeting of the cycle, the students
were informed about the winner of the games. It was the
Sasuke group as the winner. And after students
celebrating their winning they were ordered to be focus
on the next activity. The students were having the task
like they done in the first cycle. The task was re-
arranging the sentences into a good paragraph. The
students were getting usual to this task because they did
it well in the first cycle. The passage was provided by
Manga strips and they have to re-arrange it based to the
story in the comic strips. The students finished the task
and the answer was discussed together in front of the
class. In this day there were one student who absent, and
it made the little problem about the implementation.
The last task was writing about their
unforgettable experience. While doing the students did
not sit with their desk-mates. It was to avoid cheating
with their team-mates. Therefore they were swapped to
the other place. The teacher supported this action.
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In the fourth meeting was held on Friday, October, 28st
2016, the students did the post-test 2. The post-test was aimed to
measure the improvement of students’ writing recount text
comprehension. It was in the form of written test, the students
must answer 15 multiple choice and must make a recount text by
themselves. During 70 minutes the time given by the researcher
to do this test, almost of students did the test themselves.
Although, there were some students who wanted to cheat in
doing this test, the researcher could control them by reminding
them that she would give the minus score for the cheating
students.
Based on the result of the post-test 2, it was showed from
the result of the students’ score that reached the KKM score are
from 26 students of VIII B class the mean score was 65.16,
whereas the highest score that had been gotten by the students
was 88, and the lowest score was 56. The result of post- test
showed that the students’ mean score improved from 61.80 in
the post-test 1 to 65.16 in post- test 2.
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Table 4.2 Post Test Score of Cycle 2
NO Name Content Organization Vocabulary Grammar Mechanics Score1. Alfredo
Bagus P
20 17 17 22 4 80
2. Aris Ma’sum 20 15 14 10 4 63
3. Amah Wiji S 20 15 15 17 3 70
4. Aldi
Iswandono
20 12 12 17 4 65
5. Annisa
Pramudita S
20 15 15 17 3 70
6. Atriya
Valentina H
20 17 17 16 3 73
7. Adit 25 12 13 20 4 74
8. Bagas Efendi 20 14 16 17 3 70
9. Bima Ali
Syahbana
25 17 17 20 3 82
10. Cindhy
Azzahra R
25 17 17 18 4 81
11. Dea
Syahfitrie
20 10 10 15 5 60
12. Deby Nur A 15 15 15 12 3 60
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13. Dini
Maharani
15 12 12 20 4 63
14. Eka Yudha
Pramudani
20 15 15 18 4 72
15. Eva
Puspitasari
25 17 17 18 3 80
16. Eka Apriliana
S
15 17 17 17 3 69
17. Fadhila Rizki
R
20 15 15 18 3 71
18. Ferdian
Febriyansyah
25 17 17 20 4 83
19. Fajar Wahyu
Nugroho
20 12 12 18 4 66
20. Fauzi Artiza
Rahman
20 12 12 18 3 65
21. Giovani
Patrin Dewi
15 12 12 15 2 56
22. Goras 15 12 12 18 3 60
23. Herry
Prasetyo
17 15 15 18 4 69
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24. Jesika
Anggun P
25 18 18 23 4 88
25. Mariyatun 15 12 12 22 4 65
26. Rakha
Yoseviva
25 18 18 23 4 88
Mean Score : 65.15
2) Applying interesting activity
The provided activity was the hide and find
games. Through this activity the students was expected
to have a good team works and share their thought to
help their group to be the winner. As the activity
required much time and teamwork to make the students
get interested of this activity that related to the Manga
Strips.
The interesting activity was applied for
accompanying the Manga Strips, that was a hide and
find games where the activity can grab the students’
attention to improve their participation. It only took one
meeting to be finished. Furthermore, this game could
build up competition among groups.
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This activity had some rules that students
must pay attention to this. They would do the game
after the explanation. After they paid attention and
understood, they directly do the activity.
The rules of the games were:
1. Every group has their own title and the randomly
given panels
2. Each groups search the panels that appropriate to
their title.
3. In searching the panels all of group members are
going around in every group.
4. Every group only have 5 minutes in searching.
5. All of panels that not related to each title must be
kept until the other group search it.
6. Those who cheat will be disqualified.
Those were the rule of the game which was
delivered to the students before the game begun. To
make sure they understand about the rules, an
example of the game by taking two groups was
given as the model. And after they practice it there
were no questions of the students. It meant that the
students understood.
The students began the games by doing the
lottery to consider which team go first. Then after
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the lottery the Itachi group were the first and Hirata
group were the last group. In the beginning of the
game the Hirata group was still confuse because
they did it first. But the little assistance made them
enjoy the game after all. In this game the Naruto
group were making disturbance by doing cheat to
hide the card for another group. Then the Sakura
group couldn’t find the panels. So the Itachi group
were punished ad their point was decreased and they
seem so upset. They were also interested to work
harder and struggling in their chance to collect the
appropriate panels.
And until the time was up the last group that
was Sasuke Group were quite enjoy to find the
panels due to the rest of the panels were still little,
but other panels was inappropriate, it was to make
the last group not so easy in doing the game. So it
did not mean that they were the winner. Finally the
game was over and they were given by feedback of
today’s meeting. Then the students were informed
that next meeting would be the last meeting of this
activity and the research. There were various
comments of the students and they seem to be upset.
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The chalenging and fun atmosphere were
given like in the first cycle, and the students were
expected to have the higher involvement than they
did in the first cycle. The hide and find games was
given as the attraction to distract students boredom
and their chat with their friends.
The students’ participation was expected to
be higher than before as their willing to collaborate
with their friend in doing the games was very high.
c. Reflection of Cycle II
The implementation was discussed with the collaborator
to have reflection about the actions. The reflections in Cycle II
were described as follow.
1) Implementing manga strips and giving handout
The implementation of using manga strips in
Cycle II was successful. The students were more
involved in the teaching and learning process because I
gave more controlled game in the second meeting. It
also minimized noisiness in the class.
Moreover, they became more active than the
previous cycle when giving opinion and answering
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questions. I do not need to request or remind them to be
active. This interview transcript can reflect students’
feeling.
R: Researcher; S1: Student 1: S26: Student 26
R : Kalian kok lebih aktif ya sekarang. (You are more
active now, aren’t you?)
S1 : Iya miss. Sekarang saya jadi terbiasa pas jawab
pertanyaan. (Yes, miss. I feel more confident when
answering questions.)
S26 : soalnya asik miss, gambarnya keren e (it was
interesting, and it has the cool pictures miss)
(Source: Interview Transcript 17, October 28th, 2016,
see Appendix 2)
In addition, the class atmosphere became
quieter so they could do the learning process better. It
could be seen from their writing task, where they have
improvement in combining the words into a paragraph.
2) Applying interesting activity
Generally, the implementation of hide and find
game was successful. It was more effective and more
efficient rather than the game that provided in the first
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cycle. The students also competed with other groups.
Most of the students really enjoyed the game. It is
indicated in the interview and field note below.
R: Researcher; S4: Student 4
R : “Halo Aldi.”
S4 : “Ada apa miss?”
R : “Gimana perasaanmu dikasih hadiah pas game
kemaren?”
S :“Seneng miss, Jadi termotivasi. Tadi kelompokku
banyak banget hadiahnya.“
R : “bagus deh, semangat terus ya
S4 : “masih ada game lagi apa ngga miss?”
R : “Oh ya ga ada, ini kan pertemuan terakhir sama
saya.”
S4 : “yaaahhh, yaudah deh miss.”
(Source: Interview Transcript 14, October 28th, 2016,
see Appendix 2)
Furthermore, the material could be delivered
easily. The students enjoyed the game at all and they
fully understood about the material. All of students
were actively involved and collaborate each other in
each group, they seem to be enjoyed the game due to
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the reward that will be given. It was found that the
students enjoyed activity which was fun and
competitive like hide and find. Students were more
participated well in learning the material.
Moreover, the implementation of giving
rewards was effective in improving the learning
process. They became more active when they praised
by some good comments. In addition, the students who
could not get rewards from the competitions were also
happy. It was because I gave present to each student of
the winning group. They really liked it. It can be seen
from the interview below.
R: Researcher; S27: Student 27; S5: Student 5
R : Suka ga sama hadiahnya? (Do you like the
gift?)
S27 : suka miss, bisa dibagi-bagi sama temen. (Yes,
I like it. It can be shared to another.)
S5 : wah tapi saya ga menang miss, ada game lagi
miss? (is there another game miss? I don’t win
today.)
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R : He, ya nggak ada to, Cuma 2 ini. Nggak menang
tapi kan sudah berpartisipasi. (He, alhamdulillah.
You do not win the game but you have
participated.)
(Source: Field Note 15, October 28th, 2016, see
Appendix 1)
d. Summary of Cycle II
Based on the reflection above, the implementation
of Manga Strips and its accompanying actions in Cycle II
were successful. The summary of the implementation of
those actions were as follows.
1) The use of Manga Strips to improve students’ in writing
and involvement especially in recount text was
effective. They could solve the problem especially in
writing the recount text by the feature the manga strips
had. The manga strips activity in the classroom also
encouraged students enthusiasm as they seem to see and
read the manga comic as the questionaire answers did.
The students’ activities in the class were so many and
they have so many improvement in team-working,
willing to work, classroom participation, paying
attention to the material given. However, few students
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were still passive, joked and chatted with their friends
were decreased. The implementation of comic strips
activities were suucessfully done and make them
enthusiast and involved in every activities. The group,
teamwork and togetherness atmosphere in the activity
was one of the important factor that help the students
improvement to be better. In addition, the activity was
more effective and more efficient. The material was
delivered easily in sufficient time.
2) The actions by providing the classroom activity with
some interesting activity and material by using manga
strips were effectively done. The students show their
effort in following the learning process due to the
improvement of their involvement in writing recount
text.
Regarding the finding of Cycle II that all
actions were successful in improving the students’
involvement especially in reading and the objectives of the
research were achieved, therefore this research agreed to be
ended in this cycle.
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A. Discussion
This subchapter presents the research findings of all actions that
had been done in the research. The findings could be inferred from the
observation of the teaching and learning process in writing recount text,
interviews with the students and interviews with the English teacher. As
stated before, the research aimed at improving students’ writing skills
especially in terms of interest and the participation while they learning
writing recount text in students of VIII B in SMP Muhammadiyah 1 Gatak
through manga strips.
In the first cycle, the main action was implementing Manga Strips
in the last steps of 1 cycle. It was successful to make students understand
and help them find the big picture of the recount text story. They also
make the discussion with their friends to make sure they were in line with
their friends in finding the main story. They were not only doing best for
them selves but also helping their friends understand. Besides, the use of
interesting activity was effective in arousing students’ creativity and
avoiding boredom.
However, there were some problems which occurred in
implementing the actions related to classroom management, students’
participation of those who was absent and time management. Therefore, to
solve those problems in Cycle 2 the students’ involvement must be
improved effectively.
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The following table are comparison between actions in Cycle I and Cycle
II.
Table 7: The Comparison of the Actions in Cycle I and Cycle II
Cycle I Cycle 2
Giving the manga strips to make the
students enthusiastic
Giving the manga strips with more addition and
some interesting tasks related to the manga Strips.
Applying the activities that requires
teamwork but it less controlled.
Applying the activities which requires teamwork
with some rules with influence in achievement
point for each group.
Giving handout to make students
practice and deal with the manga strips
materials.
Giving handout to make students practice and deal
with the manga strips materials and giving the
additional task that more interesting for students to
make them participated more in the Classroom
activity.
The students put in their own seat with
their partner.
The students have the different seating arrangement
in doing the task.
Then, the table below showed the research findings. It described
changes occurring in the teaching and learning process from the pre-
action, Cycle I, and Cycle II.
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Table 8 : The Result of The Research Action Study
No Pre-condition Cycle 1 Cycle 2
1. The teaching media
used in reading and
writing activity was
not interesting.
The teaching method
became interesting.
However, there was
noise during the teaching
and learning process.
The teaching method became
interesting. There was less
noise because the researcher
added some individual task in
each meeting.
2. Some students having
little participation in
every activities and
were not involved in
doing the assignment.
The students were
involved in the teaching
and learning process.
However, some students
were passive. They do
not pay attention to the
teacher.
Most of the students were
involved in the teaching and
learning process.
3. Students’ writing
practice was very
little
The students have more
writing practice due
handout was helpful and
provide some tasks
integrated to the manga
strips.
Most of the students have
more writing practice and it
was useful for students’
improvement.
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Before the implementation of the actions, the teaching in writing
recount text was less interesting and so noisy. The activities did not
interesting to the students to be actively take part in the teaching and
learning process.
After the actions were implemented, the teaching-learning process
of writing recount text became more interesting and more enjoyable. The
students were actively involved during the teaching and learning process.
They also tried to learn the material autonomously. In a group, they helped
each others to reach group goal. Each individual had contribution to the
success of a group so that they paid attention from the beginning till the
end of the teaching writing recount text. They also did the tasks seriously.
Besides, the use of interesting activity of the manga strips
especially in the second cycle gave them interesting and enjoyable activity
that they never had before. The activities made them interested due to
there are no students asked to go to the toilet or just joked each other. They
were happy with the rewards given as well. They had more spirit to work
harder after receiving the rewards.
Moreover, the students’ participation in writing recount text
improved after the implementation of the actions. It could be seen from the
students’ reading score. There was an improvement from Cycle I to Cycle
II where the improvement were based on the criteria of effective writing
process. Statistically, the improvement is shown in table below.
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Data Before The
Actions
After the Action
Quanti
ty
Proce
ntage
Cycle
1
Proce
ntage
Cycle
2
Proce
ntage
Students actively gave
questions
7 26.9% 16 61.5% 24 92.3%
Students followed and
involved into the learning
process well
5 19.2% 19 73.1% 25 96.1%
Students did their homework 19 73.1% 20 76.9% 26 100%
Students complained about
the activity
- - 3 - 1 -
Students were interested in
doing the task
12 46.1% 22 84.6% 24 92.3%
Students worked
independently during the
individual task.
12 46.1% 15 57.7% 21 80.8%
Students followed the activity 13 50% 22 84.6% 24 92.3%
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without making noise.
Mean 43.5% 73% 92.3%
Based on the result above, the research team agreed that the
implementation of Manga Strips were successful to improve students’
involvement especially in writing recount text. I and the English teacher
agreed to end the research in Cycle II because the objective of the research
has been achieved.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
This chapter is to conclude the result of this study, to imply this study and
to suggest others after conducting this study. Below are the conclusion,
implication, and suggestion of the study.
A. Conclusion
In this research, the researcher conducted a classroom action research in
order to improve students’ skills in writing recount text by usung Manga
Stips. The research concerns with the implementation of Manga Stips
between teacher and students and between students and students to improve
writing recount text. This technique implemented well in the teaching and
learning process of English at SMP Muhammadiyah 1 Gatak.
Based on the research findings, the result of the classroom action
research that conducted in two cycles showed that, the improvement of
students’ skills in writing recoun text can be seen from the improvement of
the mean score of pre-test, first post-test and second post-test. From the pre-
test mean score was 52.5 increasing to 61.40 in the first post-test and
increasing to 70.50 in the final pos-test. Therefore, it can be concluded that
teaching recount text by using Manga Strips can improve the students’
writing comprehension. Manga Strips can be applied in teaching and learning
process. Hopefully, by implementing Manga Stips , the students’ can achieve
the optimum writing comprehension. The researcher hopes that the researcher
131
has done will inspire the English teachers to conduct Manga Stips in their
classroom.
B. Implication
Based on the conclusion of all of the data in the research, there is
enhancement of the students’ writing comprehension taught by using Manga
Strips. The researcher can imply that Manga Stips in teaching writing is an
effective strategy to improve students’ writing comprehension and enhance
students’ motivation in teaching and learning activities. The implementation
of manga strips attracted the students’ attention and interest in the teaching
and learning process. By using manga strips, the students can make the
recount text well. The manga strips made students do their task more
interesting and they done it leisurely. They enjoyed the interesting pictures
and simple conversations that they could understand well. By the use of
media, the learning process better than before and they get interested after all.
It means that the use of Manga Stips can be developed in the process of
teaching and learning writing comprehension. Writing through Manga Strips
helped them to be better in exploring ideas. Since the Manga Strips is used,
the students has a greater idea to make sentences of the recount text. And by
bringing the greater ideas to the students they also have the interest to make
any sentences without so much difficulites.
Moreover, providing and selecting interesting reading material by
having some characteristics such as; providing clues, picture and video that
help the students to predict what they will learn, having one main idea in a
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paragraph, and providing context that it helps the students to connect
information are also necessary to support their comprehension when writing
the text.
C. Suggestion
After concluding the result of the study, the researcher would like to
give some suggestion to some parties, as follows:
1. The English Teachers
a. The teachers should improve their creativity in teaching reading, for
example by using interesting technique to attract the students’
motivation, using aids to explain the material, various technique in
every meeting in order to make the students enjoy while teaching and
learning process happens.
b. The English teacher can use Manga Stips as media in teaching
recount text besides their technique to create variety of English
teaching and learning process in order that students are interested and
are not bored in the teaching learning process.
2. The Students
a. The students should be aware of the importance of reading to get
some information they need. They should not judge writing a boring
and monotonous activity.
b. The students should be more active, not nervous, and not afraid of
making mistakes during teaching and learning process, especially in
the writing class.
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c. They should more practice in writing English test, discussing with
their friend if they have problems in writing the text, and enjoying the
writing class.
3. Other Researchers
a. Other researchers are expected to use this research finding as a
foothold to conduct the next research on similar problems of writing
recount text comprehension trough other teaching techniques.
b. This thesis can be a reference for other researchers to conduct the
next research if there are some weaknesses.
134
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APPENDIX AFIELDNOTES
FN 01Date : Wednesday, September 21th 2016R : ResearcherS : SatpamGP : Guru piketGBI: Guru Bahasa InggrisKS: Kepala SekolahPlace : School
No1. R come to school at 10:00 am for coordination with GBI2. R then report to S. R convey meaning his visit is to meet with GBI. Then S asked
R to meet the GP. R say thank you to S and then R meet with GP.3. GP asked intentions to R, and GP captures R and let R await the arrival of the
GBI in the school.4. GBI met with R and discuss the schedule of teaching and learning, as well as ask
grade 8 students learning development.5. GBI and R reach agreement about the class that will be used for research and
provide learning schedule.6. R must to come back after preparing the necessary teaching materials.7. R asked permission to meet KS with GBI to say goodbye.8. R met with KS in their space and ask for permission. KS invited R to makes the
research letter.9. R say permission to KS.
FN 02Date : September 28th 2016R : ResearcherGBI : Guru Bahasa InggrisPlace : School
1. R meeting with GBI at 10:00 in the teachers room.2. R allowed GBI to enter the classroom and observe the teaching of English.3. GBI open learning to say hello and students responded with an expression of
“good morning”, while other students sebagia is quiet and lackluster.4. After that GBI explain different way of telling a writing description of best friends5. GBI around to make sure the students record what was written on the board GBI6. GBI explain various examples of the text that has been written on the blackboard.7. GBI currently being explained, most students less attention and more concentrated
with their affairs and partly still joke with your seatmate.8. GBI then attract the attention of students to sing the song that has the lyrics
invites students to participate in learning activities.9. After returning conducive learning atmosphere, GBI continues to explain later
pronounce expression that he wrote then re spoken by the students.10. GBI instruct students in pairs to create a way to tell11. Students are not a few who are confused in making a text description and not a
few who asked about the difficulties experienced GBI.12. GBI provides an explanation of the questions posed by the students.
13. R to create a table of data acquisition activities of students in their learningprocess.
14. R observe student activities based on data categories that have R created15. R requested by GBI to introduce themselves and give to the students about the
teaching agenda to be implemented by R16. R reassure students by way of promise to give rewards to students who are active
in teaching and learning activities that will soon be implemented.17. R the questionnaire distributed to students on the comic strips of material that will
be used in teaching and learning activities18. R ended the meeting today with leading the students to pray before going home.19. R say thank you and goodbye to the students.20. R out of the classroom and meet the GBI in the staffroom.21. GBI asks R to come back on Saturday to conduct classroom observations.22. R thank you to GBI and said goodbye.
FN 03 (Questionnaire)Date : September 29th 2016R : ResearcherS : SatpamGBI : Guru Bahasa InggrisPlace : School
No Activity1. R came to school at 07.00 pm for the first class 8B observations and collect data
from the questionnaire and interview.2. R report to S and convey the purpose of R comes an then S invited.3. R met GBI and allow R to enter into the class 8B.4. In the class 8B, R gave the greeting "good morning students, how're you today?"
And only a small percentage of students who answered the greeting.5. R then repeats the greeting and finally answered in unison by the students.6. R introduced himself in front of the students with the English language, but some
students protested, then R acquaint themselves with Indonesian.7. The questionnaire distributed to students and convey the purpose of the
questionnaire given.8. As students fill out the questionnaire the data, R several times to interview the
students randomly to learning GBI writing together over the years.9. GBI entered the classroom when students are filling questionnaire. GBI instructed
the students to answer questions questionnaire in earnest so that R can take validdata.
10. Students fill out questionnaire and occasionally some students asked about thepurpose of the questionnaire points
11. R patiently replying to a question by one student, and eventually all the points inthe questionnaire answered by the students succeed.
12. R would like to thank the students because it has filled the questionnaire and arewilling to be interviewed.
13. R bidding farewell to the students "good bye" and simultaneously the studentsanswered regards R.
14. R out of the classroom and meet the GBI in the staffroom. In the teachers' lounge,GBI took R to discuss the schedule for conducting research
15. R say thank you to GBI and then say good bye.
Field note 4 (Teacher’s Interview)Date : September 30th 2016R : ResearcherS : SatpamGBI : Guru Bahasa InggrisPlace : School lobbyNo Activity1. R came to the school at 07:00.2. R meet security guard to ask for permission to meet GBI.3. Security guard asks R to wait in the lobby of the school.4. GBI met R and to allow for in-interview5. R interviewed GBI. (See interview transcript).6. R grateful to GBI as willing to set aside time to be interviewed.7. R saying good bye to GBI
Field Note 5 (1st meeting of Cycle I)Date: October 7th 2016R: ResearcherGBI: Guru Bahasa InggrisPlace: Teacher office and VIII B
1. R came to the school at 07:00.2. R meet security guard to ask for permission to meet GBI.3. Security guard asks R to wait in the lobby of the school.4. GBI met R and R to allow direct entry into the classroom.5. R gives Observation Checklist and lesson plans to GBI6. GBI may be seated in the back seat to observe the course of teaching and learning
activities that will be done R.7. R opened the class by saying the salutation "assalamualaikum wr. Wb " good
morning Students " how are you today "to the students.8. Some students responded less cohesive9. R repeats the greeting then the student repeats with more compact.10. R bersama GBI mulai membagi siswa dalam beberapa kelompok untuk dikondisikan
dalam kerja kelompok selanjutnya.11. Some students are happy with the naming, while there is one group of protest
because of the group's name Itachi "Miss kenapa grup kita namanya Itachi? Itachikan galak miss”
12. R began to tell the learning objectives at this meeting.13. R giving handout containing about Manga strips that had been developed by R14. R instruct students to observe Comic has given15. R provides recount stories are based on comic as well as other forms of text type16. R stimulates students to ask a social function, the structure of the text, elements of
linguistic expression contained in the comic genre and the text recount.
17. Students follow carefully and asked about the difficulties they can when readingManga strips
18. R provides an explanation of the recount text and its elements to the students19. Students pay attention but some rowdy students and some do not understand the
explanation of the teacher so the teacher must be approached and repeatedexplanation.
20. Students then search for difficult words contained in the comics that have beengiven.
21. R then giving handouts on the use of past tense verb simple present tense and pastcontinuous tense along with example sentences listed.
22. Then R instruct students to seek from various sources regarding the use of pasttense verbs in groups and discussions.
23. Most students seemed enthusiastic with what was done by R.24. Once the bell rings hang up and provide feedback and bid farewell to the students'
good bye, Wassalamu'alaikum wr. wb "25. Students respond with "good bye" and salam26. R out of the classroom and meet with GBI, R inquire how you usually control the
students who are active kinesthetic27. GBI explained that they actually have the potential, but their behaviour is
different from the other, it must collaborate with the teaching of something moreinteresting
28. R was inspired and promised to provide something different at the next meeting.29. R stay in school while writing field notes along with a record of teaching points30. R asked the GBI, the attendance of students and to ask permission to go home.
Field Note 6 (2nd meeting of Cycle I)Date: October 9th 2016R: ResearcherGBI: Guru Bahasa InggrisPlace: Teacher office and VIII B
1. R came to the school at 10:00.2. R waiting to enter school hours while preparing a learning device.3. At 10.00 AM, R meet GBI in the teacher's room and together entered the
classroom 8B.4. R open learning to say hello "greetings" good morning everybody ", and this
time the students appear to be more enthusiastic greeting from the teacherreplied." Good morning, I'm fine thank you ".
5. R then asked who did not attend "is everybody here?" The students was confuseresponded and answered "yes miss"
6. R communicating the learning objectives today and tell implementations thatwill be earned by students in daily life
7. After the environment was conducive, R instruct students to immediately join agroup that has been formed as before.
8. R started to learning by distributing handouts containing simple text messageand then students in groups to observe the text carefully.
9. R stimulates students to ask me about the recount text, purpose, socialfunctioning, linguistic elements, in a recount text contained in comics
10. Students then search for difficult words contained in the comic (Manga)11. R then gave a presentation on the use of chronological order along with a
conjunction.12. Students took note of the presentation and were given tasks in groups to perform
tasks related to chronological order.13. R observed several groups of students in the back that was still chatting. Then R
gives them a question and rebuke them14. When finished completing the task given by R, students work on another task is
still the theme of the holiday, which is reshaping paragraph randomized intoorder by the image of the comic panel stated.
15. There are students who complain about the many tasks given "miss, kok banyakbanget sih ngrjainnya? Buat PR aja ya miss?"R replies that this is the last for today's meeting.
16. After previous R gave a warning to the students, they then become reluctant totalk again and start working seriously
17. Some students look puzzled to find a correct sentence, then R provide stimuluson the chronological order along with conjunctions.
18. R to give feedback to the students by providing handouts that contain both formsof verb 2 / past.
19. Once completed give feedback about the task that has been worked on R givesstudents multiple-choice task
20. Students are enthusiastically working on multiple choice questions, while theprevious task in the form of stringing words into a sequence, they appear lessenthusiastic.
21. Finally the final lesson bell rang . R immediately end a lesson and greetings, donot forget also provide feedback on what they learned today.
22. R ended the study with gratitude and greetings "good bye" "WerWassalamu'alaikum. Wb. "
Field Note 7 (3rd meeting of Cycle I)Date: October 14th 2016R: ResearcherGBI: Guru Bahasa InggrisPlace: Teacher office and English Laboratory
1. R came to the school at 07:002. R meet teachers picket for permission to entry to school.3. R prepare a learning device.4. R open learning with a greeting "Assalamualaikum Wr. Wb. Good morning
Everybody. How are you today? "Then the students answered" WaalaikumsalamWr. Wb. Good morning. I'm fine. Then R asking who was not present "iseverybody here?" And they answered "yes sir"
5. R then discuss briefly that they had done.6. also discusses some students writing essays that are less precise and asking
students how to make a correct sentence.
7. R then give assignments to the students to make a sentence using the past tenseverb.
8. Some students actively asked R about proper vocabulary and writing. GBI markand record the names of those who are active.
9. R to answer all the questions asked by the students.10. R proceed with individual task by giving Manga strips to be rewritten in the
form of recount text.11. Comic strips are not listed sentence so students must analyze his own story of
this comic.12. Students ask the questions calmly13. After the completion of work on the work collected and students are asked to
gather and compete in competitions14. Students are given the rules regarding competition writing and best group will
be awarded prizes at the next meeting.15 Students understand the instructions of R and immediately work in groups.16. R and GBI around in each group to mark each student active and give an idea of
writing for the group.17. Students are required to collect the work of each group and are expected to wait
for the winners to be announced at the next meeting18. Some students requested that was announced on the spot19. R saying "Good bye, Wassalamu'alaikum Wr. Wb. "20. R meet GBI in the staffroom and discussions related to the action that has been
given to the cycle I.21. R is requesting permission return to the GBI and grateful for criticism and
advice given for the next cycle22. R leave the school.
Field Note 8 (1st meeting of Cycle II)Date: October 21nd 2016R: ResearcherGBI: Guru Bahasa InggrisGP: Guru PiketPlace: Teacher office and 8B Classroom
1. R came to the school at 09:552. R meet GP and wait in the lobby of the school.3. R open learning with a greeting "Assalamualaikum Wr. Wb. Good morning
Everybody. How are you today? "Then the students answered"Wa'alaikumsalam Wr. Wb. Good morning. I'm fine. The teacher then asksstudents who are absent. And the student answered "None". Teachers thenremind students about the previous learning, and linking with the learningactivity at today's meeting.
4. R instruct students to immediately join the group“ayo segera pindah ke group masing-masing, kaya kemarin ya, nanti jam pelajarankeburu habis”
5. R Comic strips featuring the theme of an unforgettable experience. As well as Rmenyambug with questions about the student experience unforgettable.
6. Some of the students raised her hand and tell their experiences.7. R provides the vocabulary associated with the sentence contained in Manga
Strips.8. R mention a few verb past tense "went, Decided, took, looked". Then R instruct
students mention the phrase re orientation, one student answered "that is a greatexperience."
9. R asks the students to read the verb to check pronunciation and repeat the exactwords of the words that the students feel is exacerbated by the students mimicwhat the teacher said.
10. R assign tasks to students to analyze the contents of Comic strips form of arecount text.
11. Some students are still confused then asked R. R was answering all the questionsstudents
12. R then discusses the new task13. R instruct students to look for examples of different ways to write the phrase
shaped the past tense14. R instruct students who already have an example sentence to write to the board.15. After students writing the sentence, R asked another student, whether what is
written on the blackboard is the correct sentence. R then give its response.16. Some students also asked questions about the things they think are still
confused. R then answer back questions posed by the students.17. Soon the bell was sounded so R directly assign a task that is backing paraphrase
events in Manga strips with their words.18. R says “Good Bye, Wassalamu’alaikum Wr. Wb.”
Field Note 9 (2nd meeting of Cycle II)Date: October 26th 2016R: ResearcherGBI: Guru Bahasa InggrisGP: Guru PiketPlace: Teacher office and 8B Classroom
1. R came to the school at 11:002. R meet GP to ask for admission to the school. R asked to wait in the lobby of the
school.3. GBI meet R in the school lobby and discuss in the staffroom.4. R open learning with a greeting "Assalamualaikum Wr. Wb. Good morning
Everybody. How are you today? "Then the students answered" WaalaikumsalamWr. Wb. Good morning. I'm fine. The teacher then asks students who are absent.And the student answered "". Teachers then remind students about the previouslearning, and linking with the learning activity at today's meeting.
5. R remind students about their homework given at the previous meeting to becollected
6. R gives Manga strips. the tittle is "unforgettable experience" for analysis of theevents in the comic as well as finding difficult word in comics.
7. R ensure all students are reading and each group was given a chance to tell thecontents of the comic.
8. Some of the group have the same opinion and some different, and R providestimulus on the story of the comic.
9. R then asked what words alone which if considered difficult by students, theywere also asked the meaning.
10. R ask one representative from each group to write down examples of how to writesentences that tell "unforgettable experience."
11. Once groups are finished, R instructed all the students that they will implementthe game as is done in cycle 1.
12. Students are enthusiastically responding to the R and GBI provide direction in thisgame.
13. R provides rules regarding the activities they will be doing.14. R and GBI start the game after answering questions from students about this game15. Some students are enthusiastic in this game and there are still some students who
are less involved in discussions and group work. R asks the studentskamu kok diem aja kenapa? galau ya? “ nggak miss bingung ini, urutannya gimanamiss?”
16. There are also students who complain about the task are too much“miss kok soalnya terus terusan? Banyak lagi”
17. 5 minutes before the bell rang, the game has been finished and a winner isannounced on the spot and the prize will be awarded at the next meeting.
18. Soon the bell was sounded so R immediately ended the meeting and gaveinformation that the next meeting was their last meeting with R.
19. All students complained and wanted to do such as learning moments with R20. R says “Good Bye, Wassalamu’alaikum Wr. Wb.”
Field Note 10 (3rd meeting of Cycle II)Date: October 28th 2016R: ResearcherGBI: Guru Bahasa InggrisGP: Guru PiketPlace: Ruang Guru, Lab. Bahasa and Ruang kelas 8B
1. R came to the school at 09:502. R meet GP to ask for admission to the school. R welcome into the school.3. R open learning with a greeting "Assalamualaikum Wr. Wb. Good morning
Everybody. How are you today? "Then the students answered" WaalaikumsalamWr. Wb. Good morning. I'm fine. The teacher then asks students who are absent.And the student answered "Nil mas". Teachers then remind students about theprevious learning, and linking with the learning activity at today's meeting.
4. R started to remind students about the material taught at yesterday's meeting, andwrite sentences about personal experiences memorable.
5. R also re-explain the functions of the conjunction and the sequence of events.6. R then gives students the task of reshaping Rearrange paragraphs or random
sentence into meaningful sentences on the theme of "unforgetable experience"7. In doing this task, the students repeatedly asked about the problems he faced to R,
R was patiently answer any questions from the students.8. After all the students do the work, the students collect the results of their work to
R.
9. R then give final task the students are write text themed recount personalexperiences unforgettable.
10. Students work seriously and given considerable time in working on this task11. Setelah siswa menyelesaikan tulisan mereka, maka R mengakhiri pertemuan karena
waktu yang terbatas, serta pemberian hadiah kepada kelompok yang memnangkanhide and find games pada pertemuan sebelumnya.
12. R saying goodbye and thank you for participating in this research and farewell"Good Bye, Wassalamu'alaikum Wr. Wb. "
Field Note 11Date: October 30th 2016R: ResearcherGBI: Guru Bahasa InggrisKS: Kepala SekolahPlace: Ruang Guru, Ruang kepala sekolahFarewell day
1. R came to the school at 10:152. R meet teachers and thank them for the help and participation in this
implementation of the Classroom Action Research (CAR)3. R gives souvenirs to the teachers and to the principal's office to convey
information about research and thank him for permission to study in SMPMuhammadiyah 1 Gatak
4. R saying “Good Bye, Wassalamu’alaikum Wr. Wb.”
APPENDIX BINTERVIEW GUIDELINES AND
TRANSCRIPTS
INTERVIEW GUIDE
BEFORE THE ACTION
A. Interview with the Teacher
1. Masalah-masalah apa yang ibu hadapi di kelas khususnya pada saat pembelajaran
writing di kelas ibu?
2. Menurut ibu mengapa pembelajaran writing itu sulit?
3. Aktivitas apa yang sering ibu lakukan dalam pembelajaran writing di kelas?
4. Media apa saja yang sering ibu gunakan dalam pembelajran writing?
5. Menurut ibu, bagaimana kemampuan writing siswa kelas VIII?
6. Kesulitan apa yang biasanya siswa hadapi ketika menulis teks?
7. Bagaimana cara ibu meningkatkan motivasi siswa dalam hal writing?
8. Apakah ibu tau bahwa Manga Strips dapat meningkatkan proses writing recount text
siswa?
9. Apakah ibu pernah atau sering menggunakan media Manga Strips atau mungkun
Comic Strips untuk memperkuat pembelajaran recount ?
10. Ada yang ingin ibu tambahkan?
B. Interview with the Students
1. Apakah kamu suka belajar Bahasa Inggris terutama writing?
2. masalah apa yang biasa kamu temui pada saat pelajaran writing di kelas?
3. Selama ini bagaimana cara kamu mengatasi masalah tersebut?
4. Materi dan aktivitas apa yang sering digunakan guru di kelas pada saat pelajaran
writing?
5. Kamu pernah atau sering membaca komik atau tidak?
6. Apakah ibu guru pernah menggunakan media Manga Strips atau mungkin Comic
Strips dikelas?
7. Menurut kamu, Menulis recount text dengan menggunakan media Manga Strips itu
aktivitas yang menyenangkan tidak?
8. Ada yang ingin ditambahkan?
INTERVIEW GUIDE
AFTER THE IMPLEMENTATION
Teacher
1. Apa pendapat ibu tentang actions yang telah saya terapkan?
2. Menurut ibu, apakah materi yang sudah saya sampaikan sesuai dengan tujuan
kegiatan belajar mengajar Bahasa Inggris berdasarkan KI dan KD?
3. Menurut ibu apakah writing recount text lewat Manga Strips menarik dan
meningkatkan minat siswa dalam pembelajaran dalam kelas?
4. Menurut ibu apakah siswa dapat memahami materi dengan jelas dan mudah?
5. Menurut ibu apakah materi-materi dan aktivitas-aktivitas pembelajaran writing lewat
Manga Strips efektif untuk meningkatkan kemampuan writing recount text siswa?
6. Peningkatan itu terutama terlihat dimana bu?
7. Apa saran ibu untuk action selanjutnya?
Students
1. Bagaimana pendapat kamu tentang pertemuan kemarin?
2. Apakah kamu menikmati belajar menulis bahasa inggris lewat Manga strips?
3. Menurut pendapat kamu, apakah belajar menulis bahasa inggris dengan Manga Strips
menarik dan meningkatkan minat belajar kamu terutama dalam hal writing recount
text?
4. Dapatkah kamu memahami materi tersebut dengan jelas dan mudah?
5. Dapatkah kamu memahami penjelasan guru?
6. Menurut kamu apakah materi-materi dan aktivitas-aktivitasnya efektif untuk
meningkatkan kemampuan writing kamu?
7. Ada masalah yang lain?
INTERVIEW TRANSCRIPTS
INTERVIEW TRANSCRIPT 1
Date: Wednesday, September 21th 2016
Place: Classroom
Interviewer: Researcher (R)
Interviewee: Ferdiansyah (S1)
R : “Selamat Pagi dik.”
S1 : “Pagi miss.”
R : “Namanya siapa?”
S1 : “Ferdi”
R : “Apakah kamu suka sama pelajaran bahasa inggris?”
S1 : “Suka miss.”
R : “Bagaimana dengan writing? Pada waktu pelajaran bahasa inggris disuruh menulis pakai
bahasa inggris sama membuat kalimat begitu suka apa tidak?”
S1 : “Kurang terlalu suka.”
R : “Kurang suka ya,, kenapa?”
S1 : “bingung mbak mau nulis apa, kurang begitu paham kalimat sama kata-kata bahasa
ingris”
R : “Jadi kamu menganggap writing susah ya. apa saja kesulitanaya dek?”
S1 : “Sulitnya ya kosakatanya mbak..”
R : “Kalau dapet kesulitan gitu kamu ngapain?”
S1 : “ cari dikamus, tapi lama mbak.”
R : “oh begitu. Terima kasih dek”
S1 : “Sama-sama mbak.”
INTERVIEW TRANSCRIPT 2
Date: Wednesday, September 28th 2016
Place: Classroom
Interviewer: Researcher (R)
Interviewee: Jesika (S12)
R : “Selamat pagi..”
S12 : “Pagi.”
R : “Nama kamu siapa ya?”
S12 : “Jesika,,”
R : “Dik Jesika, suka tidak dengan bahasa inggris..”
S12 : “Suka..”
R : “Kenapa suka?”
S12 : “ ya suka aja mbak daripada pelajaran matematika.”
R : “Bagaimana dengan kegiatan menulis dalam bahasa inggris?”
S12 : “Tidak begitu senang.”
R : “Kenapa ?”
S12 : “Kesulitan dalam menemukan idenya mbak.”
R : “Memangnya guru bahasa inggrisnya bagimana mengajarnya?”
S12 : “Cuma suruh nulis atau mencatat saja mbak.”
R : “Terus kesempatan nulisnya sama contoh buat nulis kalimatnya banyak tidak?”
S12 : “Tidak mbak. Membuat cepat bosan.”
R : “oh begitu ya. Terima kasih ya dek.”
S12 : “Iya mbak. Sama-sama”
INTERVIEW TRANSCRIPT 3
Date: Wednesday, October 05th 2016
Place: Classroom
Interviewer: Researcher (R)
Interviewee: Adit (S7)
R : “sudah selesai belum mekerjakannya?”
S7 : “sudah mbak..”
R : “bagimana menulis recount text dibantu pakai komik gambar naruto beginigini suka?”
S7 : “iya suka mbak, membantu sekali.”
R : “membantunya bagimana?”
S7 : “jadi tidak terlalu sulit.”
R : “memang biasanya sulit?”
S7 : “ banget mbak”
R : “begitu ya, terima kasih dek.”
S7 : “Iya mbak. Sama-sama”
INTERVIEW TRANSCRIPT 4
Date: Friday, September 16th 2016
Place: Teacher’s office
Interviewer: Researcher (R)
Interviewee: Dyah Rahmawati, S.Pd. (T)
R : bu, kalo selama ini siswa belajar inggris materinya dari mana?
T : Ini sementara saya copy-kan buku pelajaran bahasa inggris yang dari pemerintah dan
sesekali saya jelaskan lewat papan tulis.
R : Tapi kalo saya perhatikan tadi dalam buku tersebut tidak menyediakan aktivitas yang
bagus untuk belajar menulis? Gimana menurut ibu?
T : sementara ini menjadi pegangan anak-anak dulu mbak. Memang buku ini masih harus
direvisi dan banyak sekali perbaikan.
INTERVIEW TRANSCRIPT 5
Interviewer: Researcher (R)
Interviewee: Interviewee: Dyah Rahmawati. (T)
Day/date: Friday, October 16th 2016
Place: School Lobby
R : “Selamat pagi bu”
T : “ Iya, selamat pagi”
R : “saya ingin tahu bu, bagaimana sih proses pembelajaran khususnya pembelajaran writing
di kelas ibu? Apakah siswa langsung disuruh menulis atau bagaiamana bu?”
T : “sebelum siswa mulai menulis ya harus diberi tahu seperti apa contoh contoh tulisan yang
akan mereka tulis, secara tidak langsung guru kan juga memberikan tahaan awal seperti
jumble words atau kata acak dulu selanjutnya mereka bisa menambahkan kata atau fill in the
blank pada incomplete sentence. Lanjut lagi mereka bisa menyusun kalimat acak/ re-arrange
sentences.
R : “jadi mereka mengerjakan yang lebih mudah terlebih dahulu kemudian mengerjakan ke
tingkatan yang lebih sulit, seperti itu ya bu?”
T : “Iyaa bisa dikatakan seperti itu.”
R : “Kemudian ada tidak pak masalah-masalah yang bapak hadapi di kelas khususnya pada
saat pembelajaran writing?
T : “Kesulitan ya maksudnya?”
R : “Iya seperti kesulitan-kesulitan bu.”
T : “mereka kadang suka tidak tahu apa sebenarnya yang mereka tulis, jadi mereka bingung
setelah nulis ini mw nulis apa lagi untuk kalimat selanjutnya.”
R : “jadi masih kurang bisa menentukan ide pokok atau inti cerita yang akan mereka tulis gitu
bu?
T : “Iya mbak dan kadang Susunannya seperti Bahasa Indonesia. Jadi susunan kata kata
mereka itu masih amburadul, seperti pemakaian to infinitif ya masih ditulis juga “to” nya,
masih ikut kaus gitu. Kalo sekarang ada teknologi seperti Google translate itu. Tapi kan akses
mereka kesana terbatas karena juga memerlukan jaringan internet. Lagipula juga kadang
susunannya juga kurang akurat”
R : “Hmm. Lalu bagaimana dengan kesempatan menulis siswa di dalam kelas, apakah
mereka memiliki kesempatan yang banyak untuk menulis? Padahal mereka di kelas hanya
memiliki waktu 2 X 40 menit saja.
T : “iya memang writing itu prosesnya lama ya dan memeriksa pekerjaan siswa juga harus
satu demi satu seperti memberikan feedback pada setiap kesalahan yang dibuat siswa dalam
menulis.
R: “Apa saja aktivitas yang sering bapak lakukan pada saat pembelajaran writing di kelas
agar lebih menarik?”
T : “Biasanya ibu berikan gambar. Gambar itu sangat membantu siswa dalam menulis dan
imajinasi siswa langsung muncul. Kemudian waktu mempelajari recount text, bapak
menyuruh mereka untuk menulis pengalamanya pada saat liburan.
R : “Apakah ibu pernah menggunakan komik atau sejenisnya dalam aktivitas writing siswa?”
T : “Saya sih belum pernah mbak. Tapi saya kira menarik juga karena media visual itu juga
berpengaruh juga sama daya ingat mereka, apalagi anak-anak SMP kan juga masih dalam
masa anak dimana mereka juga masih suka tokoh kartun.
R : “Terima kasih bu atas waktunya. Semoga ibu tambah sukses”
T : “Iya sama-sama mbak.”
INTERVIEW TRANSCRIPT 6
Interviewer: Researcher (R)
Interviewee: Eka Apriliana (S16), Fadhilah Risky (S17)& Adit (S7)
Day/Date: Friday, October 07th, 2016
Place: VIII B
R : okay student what we have learned today?
S17 : recount text miss, penghubung kalimat
S16 : cerita pengalaman selama liburan miss
R : what are the structure of a recount text? Ada yang masih ingat? Does anyone still
remember?
S17 : orientation, events sama re-orientation
R :how many events did exist in the text?
S7 : hmmmm... ada 5 miss.
INTERVIEW TRANSCRIPT 7
Interviewer: Researcher (R)
Interviewee: Rakha Yoseviva (S26).
Day/date: Wednesday, October 12th 2016
Place: Class lobby
R : “Halo dek. mau menanyakan sesuatu nih?”
S28 : “Tanya apa miss?”
R : “Selama ini kan kamu cuma belajar lewat teks recount yang dari bu Dyah, kalau sekarang
bagimana belajarnya? terbantu tidak ?
S28 : “Iya mbak, kalo dibandingkan dengan teks dari bu Dyah, lebih lengkap yang dari mbak,
saya jadi lebih paham materinya sama cerita komiknya”.
R : oke. Dipelajari ya dek handoutnya. Terima kasih.”
S28 : “iya mbak.”
INTERVIEW TRANSCRIPT 8Interviewer: Researcher (R)
Interviewee: Eka Yudha Pramudani (S14) dan Eva P (S15).Day/date: Wednesday, October 12th 2016Place: Class lobby
R : “hai. Maaf mennganggu sebentar”S14&15 : “Ada apa ya mbak?”R : “komik Manga yang mbak berikan membantu gak dalam belajar kalian?”S14 : “Ya mbak. Kalo biasanya kita bosan kalo disuruh menulis sama Bu Dyah,sekarang kita jadi suka sama materinya.”S15 : “Bisa dibawa pulang juga mbak, bisa dibaca-baca di rumah, jadi inginmenggambar sendiri.”R : “Oke dek. Terima kasih ya.”S14 : “iya mbak.”
INTERVIEW TRANSCRIPT 9
Interviewer: Researcher (R)
Interviewee: Amah Wiji S (S3)
Day/date: Wednesday, October 12th 2016
Place: Class lobby
R : Tadi dapat hadiah tidak ?
S3 : tidak mbak. Tadi padahal sudah membuat cerita semenarik mungkin tapi juga tidak
menang.
R : Bagus benar tidak? Berarti pertemuan besok harus lebih baik lagi ya.
S3 : InsyaAllah Mbak. Perlu kerja keras lagi ini.
R : Iya Dek, hasilnya kan tergantung sama kerjasama kelompok makanya yang kompak ya,.
Sebisa mungkin kalian memberikan ide dan saran sebagai masukan biar dapet cerita yang
bagus, oke.
S3 :Padahal saya merasa sudah menang tapi kok belum menang ya.
INTERVIEW TRANSCRIPT 10
Interviewer: Researcher (R)
Interviewee: Mariyatun (S31)
Day/date: Friday, October 14th 2016
Place: Classroom of 8B
R : “sudah pada selesai belum mengerjakannya?”
S31 : “Sudah miss..”
R : “Bagimana menulis recount text dibantu pakai komik begini suka atau tidak?”
S31 : “iya suka miss, membantu sekali.”
R : “membantunya bagimana?”
S31 : “jadi tidak terlalu sulit.”
R : “memang biasanya sulit?”
S31 : “ banget miss”
R : “begitu ya, terima kasih dek.”
S31 : “Iya miss. Sama-sama”
INTERVIEW TRANSCRIPT 11
Interviewer: Researcher (R)
Interviewee:Hery Prasetyo (S23)
Day/date: Friday, October 14th 2016
Place: Classroom of 8B
R : suka tidak sama game nya tadi?
S23 : Suka mbak.
R : Kenapa memangnya?
S23 :Kita bisa kerja kelompok biar tidak tegang. Jadi tidak yang membaca teks, terus
mengerjakan soal saja.
INTERVIEW TRANSCRIPT 12
Interviewer: Researcher (R)
Interviewee: Goras (S22)
Day/Date: Friday, October 21th 2016
Place: Class lobby
R : “Dek saya mau tanya sebentar.”
S26 : “Tanya apa mbak?”
R : “Kemarin kan mbak ngasih tugas buat PR jawab pertanyaan dari Manga Strips, bagimana
sudah dikerjakan?.”
S26 : “sudah, terus kenapa mbak?”
R : “Susah apa tidak dek?”
S26 : “Ya susah-susah gampang mbak.”
R : “Membantu kamu apa tidak? Dulu kamu kan kalau disuruh mengerjakan PR kan tidak
pernah mengerjakan?”
S26 : “ya kalau ini menarik mbak, saya suka kalau materinya begini terus.”
R : “Oh begitu ya dek? Dikerjain sendiri apa sama temen belajar kelompok?”
S26 : “sendiri mbak, alhamdulillah bisa kok.”
R : “Haha. Lanjutkan dek, good job deh”
INTERVIEW TRANSCRIPT 13
Interviewer: Researcher (R)
Interviewee: Giovani P (S21)
Day/Date: Friday, October 17th 2014
Place: Classroom
R : “kamu kok sering sekali bertanya di kelas dek ?”
S21 : “Iya mbak, tidak boleh ya??”
R : “Boleh dek, malahan bagus, kamu aktif banget. Tapi kamu tanya itu memang benar tidak
tahu atau hanya sekedar iseng ?.”
S21 :“ya kadang memang benar-benar tidak tahu mbak, tapi kadang hanya memastikan itu
benar begitu apa tidak.”
R :“oh begitu ya, bagus dek, pertahankan, kasih contoh buat temenmu yang lain biar aktif
seperti kamu”
S21 : “Iya mbak”
INTERVIEW TRANSCRIPT 14
Interviewer: Researcher (R)
Interviewee: Bima Ali (S9)
Day/Date: Wednesday, October 26th 2016
Place: Class lobby
R : “Halo Bima.”
S : “Ada apa mbak?”
R : “bagaimana perasaan kamu diberi hadiah pada waktu game tadi?”
S :“Seneng Mbak. Jadi termotivasi. Tadi kelompokku banyak sekali hadiahnya.“
R : “bagus, semangat terus ya
S4 : “masih ada game lagi apa tidak mbak?”
R : “Oh ya tidak ada, besok kan pertemuan terakhir sama saya.”
S4 : “yaaahhh, ya sudah mbak.”
INTERVIEW TRANSCRIPT 15
Date: Friday, October 28th 2016
Place: Classroom
Interviewer: Researcher (R)
Interviewee: Dea Syahfitrie (11) & Dini Maharani (13)
R : Suka tidak sama hadiahnya?
S13 : suka miss, bisa dibagi-bagi sama temen.
S11 : wah tapi saya tidak menang miss, ada game lagi miss?
R : Tidak ada dek, hanya 2 ini. Tidak menang tapi kan sudah berpartisipasi.
INTERVIEW TRANSCRIPT 16
Date: Friday, October 28nd 2016
Place: Classroom
Interviewer: Researcher (R)
Interviewee: Annisa Pramudita S (S5) & Cindhy (S10)
R :”bagimana kalau pakai komik kalian bisa lebih enjoy apa tidak mengerjakan soal-
soalnya?”
S5 :”iya miss, ada gambarnya, jadi bisa menebak komik bercerita tentang apa.”
S10 :”ya lebih baik miss tapi kalimatnya kok ada yang sulit ya? Tapi menyenangkan miss,
ada gambarnya, saya suka. “
S5 : “miss komiknya kan gambarnya naruto, kenapa ceritanya tidak seperti komik naruto?”
R : “ya sesuai sama tema to dik, ini kan temanya liburan, jadi ini saya buat ceritanya kalian
yang berlibur.”
INTERVIEW TRANSCRIPT 17
Date: Friday, October 28th 2016
Place: Classroom
Interviewer: Researcher (R)
Interviewee: Aris (S2) & Aldi (S4)
R : Kalian kok lebih aktif ya sekarang.
S1 : Iya mbak. Sekarang saya jadi terbiasa pas jawab pertanyaan.
S26 : soalnya asik mbak komiknya
INTERVIEW TRANSCRIPT 18
Interviewer: Researcher (R)
Interviewee: Dyah Rahmawati. (T)
Day/Date: Friday, October 14th 2016
Place: Teacher’s office
R : seperti yang Ibu liat tadi, Materi yang saya ajarkan menurut Ibu bagaimana?
ET : sebetulnya recount text itu termasuk text types yang sederhana yang seharusnya bisa
dikerjakan siswa dengan mudah, tetapi siswa disini mungkin agak kesulitan untuk mengisi
suatu teks recount dengan 5 events minimal ya. Masalahnya karena sering sekali mereka
menanyakan “pak habis ini (diisi apa ?/ pak ini kalau begini gimana)” ya sepertinya mereka
kurang bisa menuangkan ide mereka dalam kelima events tersebut. Tadi saya perhatikan pas
mas memberikan penjelasan tenang komik saya dibelakang liat mereka memperhatikan betul,
mungkin dirasa menarik ini memang medianya. Coba besuk ditayangkan dalam LCD saja ya
biar lebih oke.
R : ya bu. Besok saya usahakan.
INTERVIEW TRANSCRIPT 19
Interviewer: Researcher (R)
Interviewee: Dyah Rahmawati (ET)
Day/Date: Friday, October 28th 2016
Place: Teacher’s office
R : gimana pendapat ibu tentang task terakhir yang sudah saya berikan tadi?
ET : Saya rasa proses pembelajaran di siklus kedua ini sudah meningkat dibandingkan di
siklus pertama, saya kira ini sudah berhasil. Para siswa mencoba untuk mengerjakan soal
sendiri waktu menulis pengalaman pribadi mereka. Mungkin hal ini karena tempat duduk
mereka tidak seperti biasanya.
R : iya bu, tempat duduknya juga saya sudah bedakan dan pisahkan sama teman sebangku.
ET : ya saya sependapat mbak. Kali ini mereka terlihat lebih anteng
APPENDIX CQUESTIONNAIRE
Kuesioner Comic strips
Lingkari pada pilihan jawaban yang sesuai dengan keadaan Anda.
1. Apakah adik-adik suka membaca komik?
a. Iya
b. Tidak
2. Seberapa sering adik-adik membaca komik dalam 1 minggu?
a. ≤1 jam
b. 1-2 jam
c. ≥2 jam
3. Apakah adik-adik memiliki langganan/saluran untuk meminjam/ mengakses komik?
a. Iya
b. tidak
4. Dimana biasanya adik-adik membaca komik?
a. Lewat internet
b. Lewat buku komik
c. Lewat majalah
d. lain-lain………….
5. Apa tujuan adik-adik membaca komik?
a. Hiburan
b. Mengisi waktu luang
c. Mencari inspirasi
d. Lain-lain……………
6. Komik jenis apa yang sering adik-adik baca?
a. Manga/anime (jepang)
b. Percintaan/romansa
c. Komedi
d. Detektif
7. Apakah adik-adik pernah belajar suatu ilmu lewat komik?
a. iya
b. tidak
8. Apakah setelah menggunakan media komik ini anda menjadi lebih mudah dalam
mengerjakan tasks yang saya berikan?
a. Iya
b. Tidak
9. Apakah dalam penerapan komik bersama saya anda menjadi lebih aktif memberikan
pertanyaan dalam kelas dibandingkan sebelumnya ?
a. Iya
b. Tidak
10. Dari aktivitas yang telah diberikan, mana yang paling adik-adik suka dari penggunaan
komik ini?
a. Games
b. Matching Tasks
c. Writing tasks
d. Lain-lain.
11. Apakah ada kesulitan dan keluhan anda selama penggunaan media komik dalam kegiatan
di kelas?
a. Iya (tuliskan alasan serta saran)
b. Tidak
APPENDIX DCOURSE GRID
COURSE GRID OF SMP MUHAMMADIYAH 1 GATAK IN USING MANGA STRIPS IN THE ACADEMIC YEAR OF 2016/2017Mata Pelajaran : Bahasa InggrisKelas : 8Kompetensi Inti :KI 1: Menghargai dan menghayati ajaran agama yang dianutnyaKI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,budaya terkait fenomena dan kejadian tampak mata.KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranahabstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang samadalam sudut pandang/teori.
Cycle 1
LearningMaterials
LearningObjective
Indicator Learning activities Assesment Steps in usingManga Strips
LearningSources
Text :RecountsTopic :My HolidayVocationFunction:Retellingactivitieshappen in thepast.GenericStructure:OrientationRecord ofeventsReorientation
By the endof thecourse, thestudents areexpected tobe able towrite arecounttext.
Identify thegenericstructure ofrecount text.
Identify thesocialfunction ofthe text
Identify pastverbs usedin theRecounttext.
a. Observing
Students are given the comic stripsand start to read the comic silentlyand guess the topic and theunfamiliar words. They may openthe dictionary if necessary.
Students follow the teacherexplanation about the text related tothe comic.
Students follow the explanationabout the generic structure and thedefinition of the recount text.
The teacher explains the genre,purpose, and the social context ofthe text.
Written test(writingtheir ownexperiencein holiday)
Mangastrips weregiven asinput text.
MangaStrips weregiven tohelpstudents inanalyzingthe genericstructure,socialfunctionsandconjunction
book“WhenEnglishRings aBell”
Grammaruse:nouns,pronouns, pasttense,conjunctionsand timeconnectives tosequence theevents,adverbsand adverbialphrases, andadjectives.
Match thevocabularywith itsmeaning.
Arrange andrewrite aRecount textbased on theComicStrips
Write theirown holidayvacation.
b. Questioning
Students write the matters they donot know about generic structure ofthe recount text.
Students begin to write the mattersthey do not know about the socialstructure about the text
c. Collecting Informations
Students look for another exampleof the recount text from everysources.
Students learn the past tense andpast progressive.
Students learn about sentenceconjunction.
Students learn about writing therecount text.
d. Analyzing Data
Students read the comic strips andanswer the question based on thestory.
Students analyze the difficult wordsand the connectors in the recounttext
Students analyze the use of pasttense and past progressive
Students fill the blank sentences ofthe recount text.
.
MangaStrips weregiven toguidestudents inanswer thetask.
MangaStrips weregiven tohelpstudents re-arrangingthesentences.
MangaStrips weregiven toguidestudentswritingsimple text
e. Communicating Students begin to write sentences to
tell the recount text story. Teacher gave the feedback for the
students.
f. Creating
Students re-arrange the sentences ofthe recount text based on the comicstrips.
Students write the recount text abouttheir own holiday
Teacher give the feedback for thestudents.
COURSE GRID OF SMP MUHAMMADIYAH 1 GATAK IN USING MANGA STRIPS IN THE ACADEMIC YEAR OF 2016/2017Mata Pelajaran : Bahasa InggrisKelas : 8Kompetensi Inti :KI 1: Menghargai dan menghayati ajaran agama yang dianutnyaKI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksisecara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,budaya terkait fenomena dan kejadian tampak mata.KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudutpandang/teori.)
Cycle 2Learningmaterials
LearningObjective
Indicator Learning activities Assesment Steps in usingComic Strips
Learning Sources
Text :RecountsTopic :MyUnforgettableExperiencesFunction:Retellingactivitieshappen in thepast.GenericStructure:OrientationRecord of
By the end ofthe course, thestudents areexpected tobe able towrite arecount text.
Identify thesocialfunction ofthe text.
Identifypast verbsused in theRecounttext.
Match thevocabularywith itsmeaning.
Arrangeand rewrite
a. Observing Students are given the
comic strips and startto read the comicsilently and guess thetopic and theunfamiliar words.They may open thedictionary ifnecessary.
Students follow theteacher explanationabout the text relatedto the comic.
Students follow theexplanation about the
Written test(writing theirownmemorableexperience)
MangaStrips weregiven asinput text.
MangaStrips weregiven tohelpstudents inanalyzingthe genericstructure,socialfunctionsand
MangaStrips
Examples ofwritten text
English book“WhenEnglishRings a Bell”
eventsReorientationGrammar use:nouns,pronouns, pasttense,conjunctionsand timeconnectives tosequence theevents, adverbsand adverbialphrases, andadjectives.
a Recounttext basedon theComicstrips.
Write theirownmemorableExperience
generic structure andthe definition of therecount text.
The teacher explainsthe genre, purpose,and the social contextof the text.
b. Questioning Students write the
matters they do notknow about genericstructure of therecount text.
Students begin towrite the matters theydo not know about thesocial structure aboutthe text.
c. CollectingInformations
Students look foranother example ofthe recount text fromevery sources.
Students learn the pasttense and pastprogressive.
Students learn aboutsentence conjunction.
Students learn aboutwriting the recount
conjunction.
MangaStrips weregiven toguidestudents inanswer thetask.
MangaStrips weregiven tohelpstudents re-arrangingthesentences
MangaStrips weregiven toguidestudents inwritingsimplerecounttext.
text.
d. Analyzing Data Students read the
comic strips andanswer the questionbased on the story.
Students analyze thedifficult words and theconnectors in therecount text
Students analyze theuse of past tense andpast progressive
Students fill the blanksentences of therecount text.
e. Communicating Students begin to
write sentences to tellthe recount text story.
Teacher gave thefeedback for thestudents.
f. Creating Students re-arrange
the sentences of therecount text based onthe comic strips.
Students write therecount text about
their own holiday Teacher give the
feedback for thestudents.
APPENDIX ELESSON PLANS
RENCANA PELAKSANAAN PEMBELAJARAN(RPP)
Sekolah : SMP Muhammadiyah 1 GatakMata pelajaran : Bahasa InggrisKelas/Semester : VIII/1Materi Pokok : Recount text (pengalaman pribadi dan peristiwa yang
telah terjadi)Waktu : 6 × 40 menit
A. Kompetensi Intia. Menghargai dan menghayati ajaran agama yang dianutnyab. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektifdengan lingkungan sosial dan alam dalam jangkauan pergaulan dankeberadaannya
c. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasaingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomenadan kejadian tampak mata
d. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator
No Kompetensi Dasar Indikator1. 1.1 Mensyukuri kesempatan
dapat mempelajaribahasa Inggris sebagaibahasa pengantarkomunikasi internasionalyang diwujudkan dalamsemangat belajar.
1.1.1 Bersemangat dalam melaksanakan setiap kegiatanpada pembelajaran Bahasa Inggris.
1.1.2 Serius dalam melaksanakan setiap kegiatan padapembelajaran Bahasa Inggris
2. 2.1 Menunjukkan perilakusantun dan peduli dalammelaksanakan komunikasiinterpersonal dengan gurudan teman.
2.1.1 Menyapa guru dan teman menggunakan BahasaInggris yang berterima.
2.1.2 Berpamitan pada guru dan teman menggunakanBahasa Inggris yang berterima.
2.1.3 Menjawab sapaan guru dan teman menggunakanBahasa Inggris yang berterima.
2.1.4 Menjawab ungkapan pamitaan guru dan temanmenggunakan Bahasa Inggris yang berterima.
2.1.5 Berdiskusi secara santun untuk menemukanjawaban atas kesulitan selama pembelajaranmenyatakan dan menanyakan kemampuanmelakukan suatu tindakan.
3. 3.1 Menerapkan struktur teksdan unsur kebahasaanuntuk melaksanakanfungsi sosial teksrecount denganmenyatakan dan
3.1.1 Mengidentifikasi fungsi sosial dalam recounttext.
3.1.2 Mengidentifikasi generic structure dalamrecount text.
3.1.3 Mengidentifikasi kosa kata seperti nama waktu(Monday, exactly at four, before sunrise dan
menanyakan tentangkegiatan, kejadian, danperistiwa, pendek dansederhana, sesuai dengankonteks penggunaannya.
Sunday afternoon) dalam teks recount sertapenghubung waktu (first, then, after that,before) dalam recount text.
3.1.4 Mengidentifikasi tata bahasa yang berisi tentangpenggunaan kata kerja lampau simple pasttense dan past continous tense dalam teksrecount.
3.1.5 Mengidentifikasi kosa kata sulit yangberhubungan dengan teks
4. 4.1 Menangkap makna(reading) teks recounttulis, pendek dansederhana, tentangkegiatan, kejadian,peristiwa.
4.1.1 Membaca teks recount tentang peristiwa masalampau.
4.1.2 Mengidentifikasi informasi rinci dalam teksrecount yang berisi tentang peristiwa masalampau yang terdapat dalam teks.
4.1.3 Menyebutkan jalan cerita dari teks recount yangberisi tentang peristiwa masa lampau yangtelah dibaca.
4.1.4 Menemukan informasi khusus dalam teksrecount yang berisi tentang peristiwa masalampau yang telah dibaca.
5. 5.1 Menyusun teks recounttulis, pendek dansederhana, tentangkegiatan, kejadian,peristiwa, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuaikonteks.
5.1.1 Menyusun ulang teks singkat yang menceritakansuatu kejadian/ peristiwa.
5.1.2 Membuat teks singkat yang berisi tentangpengalaman pribadi dengan memperhatikanfungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks sertalogis dan koheren.
C. Tujuan PembelajaranSetelah melaksanakan serangkaian kegiatan pembelajaran, peserta didik dapat:
Pertemuan Pertama1. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan semangat.2. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan serius.3. Menyapa guru dan teman menggunakan Bahasa Inggris yang berterima.4. Menggunakan Bahasa Inggris yang berterima dalam berpamitan pada guru dan
teman.5. Menjawab atau menjelaskan pertanyaan teman yang kurang paham dengan
konteks/materi ungkapan sapaan dan pamitan dan responsnya.6. Menjawab sapaan guru dan teman menggunakan Bahasa Inggris yang berterima.7. Menjawab ungkapan pamitan guru dan teman menggunakan Bahasa Inggris yang
berterima.8. Mengidentifikasi fungsi sosial recount text dalam teks singkat.9. Mengidentifikasi struktur recount text.10. Mengidentifikasi generik struktur teks recount.
11. Mengidentifikasi kosa kata dalam recount text.12. Mengidentifikasi unsur kebahasaan seperti penggunaan simple past tense dan past
continous tense dan kata kerja aktif13. Menyusun ulang teks recount yang menceritakan mengenai pengalaman berlibur14. Melengkapi teks singkat yang menceritakan mengenai pengalaman berlibur.15. Melengkapi teks singkat yang menceritakan mengenai pengalaman berlibur.
Pertemuan Kedua1. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan semangat.2. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan serius.3. Menyapa guru dan teman menggunakan Bahasa Inggris yang berterima.4. Menggunakan Bahasa Inggris yang berterima dalam berpamitan pada guru dan
teman.5. Menjawab atau menjelaskan pertanyaan teman yang kurang paham dengan
konteks/materi ungkapan sapaan dan pamitan dan responsnya.6. Menjawab sapaan guru dan teman menggunakan Bahasa Inggris yang berterima.7. Menjawab ungkapan pamitan guru dan teman menggunakan Bahasa Inggris yang
berterima.8. Mengidentifikasi fungsi sosial tentang pengalaman berlibur.9. Mengidentifikasi penggunaan kata ganti yang tepat.10. Membuat kalimat singkat mengenai recount text yang berhubungan dengan comic
strips11. Membuat teks singkat tentang pengalaman berlibur dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Pertemuan Ketiga1. Mengikuti semua aktivitas yang diberikan oleh guru dengan semangat.2. Memiliki semangat yang lebih untuk belajar bahasa inggris khususnya
berbicara.3. Berdiskusi secara santun untuk menemukan jawaban atas kesulitan selama
pembelajaran tentang pengalaman berlibur.4. Berdiskusi secara santun untuk menemukan jawaban atas kesulitan selama
pembelajaran tentang pengalaman berlibur.5. Bertanya secara santun terhadap kesulitan yang dihadapi selama pembelajaran
tentang peristiwa masa lalu.6. Bertanya secara santun terhadap kesulitan yang dihadapi selama pembelajaran
tentang pengalaman berlibur.
D. Materi PembelajaranTeks tulis tentang:
a. Pengalaman tentang Liburan.b. Kejadian masa lampau.
1. Fungsi sosialMenceritakan, melaporkan, meneladani dan membanggakan pengalaman .2. Struktur teks
- deskripsi tentang orang yang terlibat- menguraikan secara runtut kejadian yang telah terjadi
a. Last saturday I went to the mountain with my friends, they were Rudi, Joni andRini
b. After climbing the mountain we took a rest in the nearest hut. Finally wedecided to come back home because we were very tired.
3. Unsur kebahasaana. Kata kerja simple past tense dan past continous tense.b. Kata kerja aktif (menunjukkan tindakan atau kegiatan)c. Adverbia penghubung waktu : first, then, before, finally, etc.d. Adverbia penunjuk waktu : yesterday, last month, an hour ago, etc.e. Penyebutan kata benda singular dan plural baik yang beraturan (pakai-s)
maupun yang tidak (seperti children).f. Ejaan, tanda baca dan tulisan tangan
E. Sumber/Media PembelajaranI. Sumber:Kementerian Pendidikan dan Kebudayaan. 2014. “When English Rings a Bell”.Jakarta: Kementerian Pendidikan dan Kebudayaan
II. Media Pembelajaran :Hand out, White Board, Board marker, Laptop, LCD, Comic Strips.
F. Metode PembelajaranPendekatan : Scientific Approach
G. Langkah Pembelajaran
Pertemuan PertamaFASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a.Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa Inggrisagar English Atmosphere dapatlangsung tercipta di pertemuan pertama.
b.Guru mengkondisikan suasana belajaryang menyenangkan.
c.Guru memeriksa kehadiran siswa.d.Guru mendiskusikan kompetensi yang
sudah dipelajari dan dikembangkansebelumnya berkaitan dengankompetensi yang akan dipelajari dandikembangkan;
e.Guru menyampaikan kompetensi yangakan dicapai dan manfaatnya dalamkehidupan sehari-hari.
f. Guru menyampaikan garis besarcakupan materi dan kegiatan yang akandilakukan.
g.Guru menyampaikan lingkup danteknik penilaian yang akan digunakan.
10 Menit
Inti a. Mengamati Siswa membaca comic strips recount
yang berisi tentang peristiwa berliburyang telah disiapkan oleh guru.
Siswa mendengarkan penjelasanmengenai recount text yang berisiperistiwa berlibur oleh guru secaralisan.
Siswa mengamati penjelasanmengenai definisi, tipe dan bentuk-bentuk dari recount text.
Para siswa menuliskan hal pokokyang belum diketahui berkaitandengan menuliskan teks recountyang melibatkan peristiwa berlibur
b. Menanya Dengan bimbingan dan arahan guru,
siswa merumuskan pertanyaanterkait dengan kosa kata terkaitdengan struktur teks dari recount textyang berisi peristiwa berlibur
Dengan bimbingan dan arahan guru,siswa merumuskan pertanyaanterkait dengan fungsi sosial dalamrecount text yang berisi peristiwaberlibur
Dengan bimbingan dan arahan guru,siswa merumuskan pertanyaanterkait dengan unsur kebahasaanseperti kata penghubung danpenanda waktu (Yesterday, inmonday, last month, etc.) serta katakerja beserta penggunaannya terkaitdengan struktur teks dari recount textyang berisi peristiwa berlibur
Dengan bimbingan dan arahan guru,siswa merumuskan pertanyaanterkait dengan struktur teks darirecount text yang berisi peristiwaberlibur
Dengan bimbingan dan arahan guru,siswa merumuskan pertanyaanterkait isi recount text yang berisiperistiwa berlibur
Dengan bimbingan dan arahan guru,siswa merumuskan pertanyaanterkait dengan bagaimanamenceritakan recount text yangberisi peristiwa berlibur.
10 Menit
15 Menit
c. Mengumpulkan informasi Siswa mencari kata-kata sulit dalam
recount text dan menemukan artinyadalam kamus.
Siswa mengidentifikasi fungsi sosialdalam recount text mengenai recounttext.
Siswa mengidentifikasi unsurkebahasaan yang berhubungandengan penggunaan katapenghubung dalam recount text.
Siswa mengidentifikasi tata bahasadalam recount text mengenaipenggunaan kata kerja.
Siswa mencari berbagai cara untukmenceritakan peristiwa masa laluselain yang dicontohkan oleh guru.
Siswa menemukan caramenceritakan kejadian masa laluselain dari teks recount yang telahdiberikan oleh guru.
Siswa menulis berbagai cara untukmenceritakan peristiwa masa laluhasil dari pekerjaan temannya dipapan tulis yang sudah benar.
d. Menganalisis data Secara berpasangan, siswa menjawab
pertanyaan tentang isi teks dari teksrecount yang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang fungsi sosial teksrecount yang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang struktur kalimatdari teks recount yang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang unsur kebahasaandari teks recount yang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang tata bahasa dariteks recount yang telah dibaca.
Siswa meminta bantuan guru bilamemerlukannya.
20 Menit
15 Menit
Penutup a. Peserta didik bersama gurumenyimpulkan pembelajaran.
b. Peserta didik melakukan refleksi terhadapkegiatan yang sudah dilakukan
c. Guru memberikan pertanyaan untukmengetahui apakah siswa sudahmemahami topik di pertemuan kali ini.
d. Guru dan peserta didik mengucapkansalam.
10 Menit
Pertemuan 2
Fase Kegiatan Pembelajaran WaktuPendahuluan a. Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa Inggrisagar English Atmosphere dapatlangsung tercipta di pertemuan pertama.
b. Guru mengkondisikan suasana belajaryang menyenangkan.
c. Guru memeriksa kehadiran siswa.d. Guru menyampaikan garis besar
cakupan materi dan kegiatan yang akandilakukan.
e. Guru menyampaikan lingkup danteknik penilaian yang akan digunakan.
f. Guru menyiapkan peserta didik secarapsikis dan fisik untuk mengikuti tes.
10 Menit
Kegiatan inti g. Mencipta Siswa menyusun kalimat acak yang
berisi tentang pengalaman berliburmenjadi sebuah kalimat yangbenar.
Siswa membuat teks singkat yangbercerita pengalaman liburanpribadi
Pemberian umpan balik secara lisanoleh guru terhadap aktivitas yangdilakukan oleh siswa.
60 Menit
Penutup a. Peserta didik bersama gurumenyimpulkan pembelajaran.
b. Peserta didik melakukan refleksiterhadap kegiatan yang sudah dilakukan
c. Guru memberikan pertanyaan untukmengetahui apakah siswa sudahmemahami topik di pertemuan kali ini.
d. Guru dan peserta didik mengucapkansalam perpisahan.
e. Guru menjelaskan rencana kegiatanpembelajaran yang akan datang.
10 Menit
H. Penilaian (Instrumen penilaian terlampir)
1. Penilaian sikap2. Penilaian pengetahuan3. Penilaian keterampilan
Sukoharjo, 5 Oktober 2016Guru Mata Pelajaran Peneliti
Diah Rahmawati S.Pd Unik Fadillatus Salimah
LAMPIRAN :LAMPIRAN 1Pertemuan 1
Task 1Read the following Comic Strips and then tick (√) and write items that you do not knowand/or you want to know further.
Last year I had a holiday inmy hometown with Lee
We played football inchild’s playing park
It was empty so wecan play footbal aboutan hour
But someone orderedus to move
Then we tried to skatein the other side of thepark
We hired the skateboard to skatethere
Jimmy was looked so nervousbecause it was his first time indoing skateboard
Quesstioning
I want to know…. (√)
1. The meaning from the difficult words.2. The social purpose of the text.3. The text about.
4. How to reconstruct a good story.5. How to tell the past experience.6. How to tell my holiday into a recount text.
The Lion and the Bear
On a summer day, when the hot weather made the animals thirsty, a Lion and a Bearcame at the same time to a river to drink. They argued which one of them should drink first.Soon, they were fighting. When they stopped for a moment, they saw some eagles. Thoseeagles were watching in the distance. They waited for the one who would die first. Finally,the Lion and the Bear stopped fighting. The Lion said, "It is better for us to be friends."
Taken from Scaffolding English for Junior High School Students Grade VIII (Adapted fromhttp://etext.lib.virginia.edu)
Sydney Opera House
The Sydney Opera House is a largeperforming art place. It becomes an Australianicon. It was established in 1973. It is located inSydney, New south Wales, Australia.
The Sydney Opera House covers 1.8 hectaresof land. It is 183 m long and about 120 m wide.The building can load 25,000 people.The Opera House is a place for large theatricalproductions. It is the home of Opera Australia,the Sydney Theatre Company and the SydneySymphonyan.
There are five theatres in Sydney OperaHouse. There are also five rehearsal studios, twomain halls, four restaurants, six bars, and manysouvenir shops. The design of the Opera House isvery unique. The roof looks like giant shells.Besides for theatrical productions, the OperaHouse is also used for other functions. It is usedfor weddings, parties, and conferences.
Taken from: Scaffolding, English for Junior HighSchool Grade VIII (Adapted from:www.wikipedia.org)
To : Year VII students
The school will hold a student gathering for YearVII students on August 15th at the hall. For moreinformation, contact Rudy at the Students’Association office.
Students’ Association SecretaryShanty
Holiday in my HometownLast year I had a holiday. I was only in my hometown because I didn’t take any
vacation. But there was my friend Lee who asked me to spend our holiday together. Weplayed some games that made us happy along this holiday. And one day we had aninteresting play.
First we played football in the park. It was the child’s playing park, but it was emptyso we decided to played there. We played football about one hour before someone ordereedus to move. After that we move to the other side of the park. There was a big skateboard andit was empty. Then we hired a skateboard to play there. Next we tried to skate, I went firstand followed by Jimmy. I went calmly because I get used to skate in the elementary school.But Lee was looked so nervous because it was his first time to skate.
Finally, we came back home in the evening. That was one of our great days in lastyear’s holiday and we were so happy.
Task 2
Read some texts above and answer the following questions based on yourcurrent knowledge.
1. Which one of the texts above tells about one’s experience?2. One’s experience is usually told in a recount text. Can you see the differencesamong the texts?3. What makes it a recount text?
Look and read the following comic strips and its recount text below.
AN AMAZING DAY IN THE BEACH
Last weekI went tothe beachto spendmyholiday
I planned to make thesand castle. I was usingthe bucket, but I couldn’tfind the shovel.
I found the shovel. Then Istarted to build some sandcreatures
I didn’t finishplaying withsand after myfriend Jimmyasked me toplayvolleyball.
I saw thesunset. It wasbeautifulscene!
It was night and I had to goback home. It waswonderful holiday ever
I came back from the beachto my hometown to start mydaily activity
Finally I could lay on thebed to sleep along thisday
‟AN AMAZING DAY IN THE BEACH‟
I have an amazing day when I went to thebeach with my friends last week. It was veryinteresting and I couldn’t forget it.
I visited the beach near the suburb withmy friend. There I could play some interestinggames and activities. First I want to make asand castle which very big and miraculous. ButI can’t find the shovel. Then I decided tosearch the shovel, and when I found the shovelJimmy asked me to accompany him to playvolleyball. I couldn’t deny it because I lovevolleyball. Next I moved to the place whereJimmy played the volleyball games.
After playing the volleyball I realized thatnight was about to come. I could see from thesunset which very beautiful and make meamazed. Then we decided to go home and backto hometown to start our daily activity in therest of the holiday.
Finally when I arrived at home I lookedfor my bed and I laid on the bed.
Orientation1. Who.-Me-Jimmy
2. Where.-The beach
3. When.-Last week
What are the events1. Visited the beach2. Made a sand castle3. Found the shovel4.5.
Collecting – Analyzing – Communicating
Orientation
Events
Re-orientation
Task 3
Underline the difficult words from the recount text above and find their meaning in thedictionary.
English Indonesian
Task 4
Study following active verbs then find another active verbs on your dictionary.
WentForgotStartedDecidedSawLaid
VisitedPlayedMadeMovedTookFound
BuiltSearchedOfferedAccompaniedBecameDelivered
Task 5Read the following comic strips and answer the subquestions below.
A TRIP TO MALANG
Yesterday I went toMalang to have a tripfor a science report.
First I visited the GaleryBelajar. There were lot ofinteresting games here.
Next IvisitedCobanRondo tocollect theplant Iwanted
I could findbeautifulview hereand theweather wascool.
Then I came to anotherside. There was anamazing place and somany vegetations here.
But I couldn’tfind the plantsfor the scienceproject.
Finally I found the plant Isearched for. It was amazing. I was tired and I would
take a rest here andcome back later.
Test Sub-questionsA trip to Malang
Events
Yesterday, I had a field trip to Malang to....................
The first destination was......................................................
In the middle of the day, I left for ...............................
I enjoyed it very much because..................................................
Then I looked for another.............................................
Finally, I went back to ..................................................
Orientation
1. Who.
2. Where.
3. When.
Task 6
Find the difficult words, sentence connectors and verbs from the recount text above andfind their meaning in the dictionary.
English Indonesian Sentence connectors Verbs
Destination Tujuan Then Held
............ ........... ......... ..........
........... ........... .......... ..........
........... ............ ......... ...........
Task 7
Read the Comic strips “A trip to Malang” above and answer the question.
1. Where did the writer have a field trip?a. Surabayab. Malangc. Yogyakartad. Jakarta
2. What was the goal of their field trip?a. Writing the science report.b. Holiday.c. Religious visit.d. Adventure.
3. What events were the writer most enjoying at the Jawa Timur Park?a. Galeri Belajar.b. Clown exhibitions.c. Aeroplane projectd. Waterfall
4. What kind of exhibitions did the Jatim park have?a. Historicalb. Monumentalc. Sportd. Scientific
5. Where did the writer go after visiting Jatim Park?a. Ngliyepb. Mallc. Coban Rondod. Beach
6. What did the writer get in Coban Rondo?a. Quiet beachb. A fresh and cool waterfallc. Shopping placed. Beautiful park
7. How was the writer get in Coban Rondo?a. By using trainb. Take a helicopterc. By passing a twisting road along the jungled. By climbing the hill
8. Where did the first place the writer visit?a. Ngliyepb. Jatim parkc. Borobudurd. Coban Rondo
9. When was the writer goes to home?a. 8 o’clockb. 7 o’clockc. 6 o’clockd. 5 o’clock
10. How many tourism destination did the writer has?a. 1b. 2c. 3d. 4
Task 8Study the table below and then rearrange the jumbled words in to a good sentence.
(+) present
Subject Verb 1 Object Adverb
I have a trip to Malang
It is a room
We buy A ticket -
(+) past
Subject Verb 1 Object Adverb
I had a trip to Malang
It was - last month
We bought A ticket -
(-) present
Subject Don’t/Doesn’t Verb 1 Object Adverb
I don’t have a trip to Malang
It doesn’t exist - -
We don’t buy a ticket there
(-) past
Subject Didn’t Verb 1 Object Adverb
I didn’t have a trip to Malang
It didn’t exist - there
We didn’t buy a ticket
(?) present
Do / Does Subject Verb 2 Object Adverb
Do I have a trip To Malang
Does It exist - there
Do We buy a ticket
(?) past
Didn’t Subject Verb 1 Object Adverb
Didn’t I have a trip to Malang
Didn’t It exist - there
Didn’t We buy a ticket -
5 W + 1 H Did Subject Verb 1 Object
When did I have a trip
Where did It exist -
How did We buy a ticket
Task 9
Fill in the blanks with correct form of simple present tense and simple past tense.
No Yesterday Today1. They were on sailing They are on sailing
2. He took the ship away He ... the ship away
3. Miranda bought her ticket Miranda ... her ticket
4. Budi played badminton Budi .... badminton
5. She ran to the pavement She .... to the pavement
6. Ivan made some cupcakes for birthday Ivan .... some cupcakes for birthday
7. It was raining outside It .... raining outside
8. Randy had a holiday gift Randy .... a holiday gift
9. Andy bought the new running shoes Andy .... the new running shoes
10. We visited the museum We .... the museum
Task 10
Change the verb into negative and interogative form by using Simple Past Tense
1. I built a house.(-)(?)
2. He was a singer.(-)(?)
3. They were lazy.(-)(?)
4. She broke her leg.(-)(?)
5. We took three mangoes.(-)(?)
6. She made a mistake(-)(?)
7. They brought their bag(-)(?)
8. Ellen drank juice each day(-)(?)
9. Billy went to Jakarta(-)(?)
10. He was lazy(-)(?)
Task 11
Read and Study the adverb of time list below.
points of time (definite) frequency (definite)
now then today tomorrow tonight yesterday
annually daily monthly weekly
frequency (indefinite) relationships in time (indefinite)
always constantly ever frequently never normally often rarely usually
already before early earlier eventually finally first
Task 12
In pairs, fill in the blanks with suitable connectors below the text.
Visiting Bali Island
I was in senior high school when at the first time I went to Bali Island. I wentthere with my teachers and my friends.
The journey from Pati to Bali took a day. I was so exhausted because I had tosit along the journey. Actually, it was a funny journey because I spent all of my timewith my friends, like playing games, laughing, and kidding. But I felt that all of mytiredness gone all of sudden when we arrived at the Sanur Beach. It was stillmorning, I saw a sun rise which was so beautiful. (1.....) we were drove to the hotelto take a rest and had meals. (2......) we went to the Nusa Dua Beach. There were somany activities to do there. We could play parasailing, banana boat, and so on. But Ichose to go to a little island which had a lot of reptile there. There were snake,turtles, etc. The scenery was so beautiful because I was in the middle of the sea!(3.....) we went to Garuda Wisnu Kencana (GWK). There were two statues whichwere so big. They were Wisnu and his bird, called Garuda. I was interested in itsrelief on the rock but, actually, I did not know the story on it. At last, we went to theSosro Company. We learned a lot of things there from the first step till the end ofmaking a tea.(4 .....) we went back to Pati.(5......) a very long journey, through the land and the sea, I learned something aboutnature and human products. Although it took a lot of my energy, I felt so happybecause I spent all of my time with my friends.
Adapted from: http://www.chusna-septia.blogspot.com
Finally Then ExceptAfter that First After
Although Because But
Pertemuan 2
Task 1
Rearrange the sentences entitled “Nice holiday” so that you can have a good recount.
Nice holiday I went to an airport and was going to fly to Cleveland. I was spending there two
days. I liked to see some Cleveland Cavaliers basketball matches.
Then I went to Hollywood. Hollywood is a famous district in Los Angeles,
California, United States. It had become world-famous as the center of the film
industry. Four major film companies – Paramount, Warner Bros., RKO and
Columbia – had studios in Hollywood. I did not want to leave but I had to.
Last summer I got a fantastic holiday. I visited some great places.
After that, I went to New York city. I visited the Statue of Liberty. I went from the
bottom of Manhattan to the top of the crown. That was very amazing.
The places made me feel at home but I have to go home. Next time I would return to
them.
Adapted from: http://www.englishstory.blogspot.com
Task 2
Rearrange the jumbled sentences so that you can have a good recount, and then put thesuitable title for this text.
a) An hour later, I got bored watching him choosing a shirt, he got confused to chooseone. So I left him and went to the cassette counter.
b) Thirty minutes later, I went back to the clothes section but I couldn’t find him there.My cell phone was broken so I couldn’t call him. I went to the parking area, hismotorcycle was there but I couldn’t find him. I waited for him but finally, I decided togo home.
c) Last Friday, a friend of mine asked me to accompany him to buy a new shirt at adepartment store.
d) When I arrived home, my mother told me that my friend called. She said that he wasin the department store looking for me. My mother asked me to come back to thedepartment store.
e) Reluctantly, I walked to the department store and you know what? When I arrivedthere his motorcycle was not in the parking area. He just went home. I was very tired.There was no other choice, I had to walk home again.
f) When I got home, I was so tired. I was very angry but when I saw my friend’s broadsmile greet me in front of the door, I just could not help laughing.
g) We left home at 03.00 p.m. by motorcycle. As soon as we arrived there, we went tothe clothes section. I let him choose one.
Pertemuan 3
Task 1
Read following comic which is titled “Visiting my Aunt” and make a recount text based onthe comic.
Last month I........myaunt lily. It was mysecond visit since 15years ago.
I ..........the frontyard.
My aunt ........... somefood for me, andwe............together.
Then ........... thebarbeque in thebackyard and there..... some desert for us.
I ..... my aunt about mystudy and she ......... meto take study abroad
Then my aunt .........me to ............ tohave a haircut for her
After that we ........... thetelevision in the house andwe ............. together
That was ......... to myaunt. I came back tohome three days later.
Task 2
Answer the subquestion based on the comic you read after you write the recount text.
Text Sub-questions
“VISITING MY AUNT”
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Orientation
1. Who.
2. Where.
3. When.
What are the events
1.
2.
3.
4.
5.
Task 3
Please make your own story of the unforgettable holiday.
RENCANA PELAKSANAAN PEMBELAJARAN(RPP)
Sekolah : SMP Muhammadiyah 1 GatakMata pelajaran : Bahasa InggrisKelas/Semester : VIII/1Materi Pokok : Recount text (pengalaman pribadi dan peristiwa yang telah
terjadi)Waktu : 6 × 40 menit
A. Kompetensi Inti1. Menghargai dan menghayati ajaran agama yang dianutnya2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secaraefektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dankeberadaannya
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkanrasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkaitfenomena dan kejadian tampak mata
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang) sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudutpandang/teori.
B. Kompetensi Dasar dan IndikatorNo Kompetensi Dasar Indikator1. 1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggrissebagai bahasa pengantarkomunikasi internasional yangdiwujudkan dalam semangatbelajar.
1.1.1 Bersemangat dalammelaksanakan setiapkegiatan padapembelajaran BahasaInggris.
1.1.2 Serius dalam melaksanakansetiap kegiatan padapembelajaran BahasaInggris.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakankomunikasi interpersonal denganguru dan teman.
2.1.1 Menyapa guru dan temanmenggunakan BahasaInggris yang berterima.
2.1.2 Berpamitan pada guru danteman menggunakan BahasaInggris yang berterima.
2.1.3 Menjawab sapaan guru danteman menggunakan BahasaInggris yang berterima.
2.1.4 Menjawab ungkapanpamitaan guru dan temanmenggunakan BahasaInggris yang berterima.
2.1.5 Berdiskusi secara santun
untuk menemukan jawabanatas kesulitan selamapembelajaran menyatakandan menanyakankemampuan melakukansuatu tindakan.
2. 3.12 Menerapkan struktur teks danunsur kebahasaan untukmelaksanakan fungsi sosial teksrecount dengan menyatakan danmenanyakan tentang kegiatan,kejadian, dan peristiwa, pendekdan sederhana, sesuai dengankonteks penggunaannya.
3.12.1 Mengidentifikasi fungsisosial dalam recount text.
3.12.2 Mengidentifikasi genericstructure dalam recounttext.
3.12.3 Mengidentifikasi kosa kataseperti nama waktu(Monday, exactly at four,before sunrise dan Sundayafternoon) dalam teksrecount serta penghubungwaktu (first, then, afterthat, before) dalam recounttext.
3.12.4 Mengidentifikasi tatabahasa yang berisi tentangpenggunaan kata kerjalampau simple past tensedan past continous tensedalam teks recount.
3.12.5 Mengidentifikasi kosa katasulit yang berhubungandengan teks
3. 4.14 Menangkap makna teks recounttulis, pendek dan sederhana,tentang kegiatan, kejadian,peristiwa.
4.14.1 Membaca teks recounttentang peristiwa masalampau.
4.14.2 Mengidentifikasiinformasi rinci dalamteks recount yang berisitentang peristiwa masalampau yang terdapatdalam teks.
4.14.3 Menyebutkan jalan ceritadari teks recount yangberisi tentang peristiwamasa lampau yang telahdibaca.
4.14.4 Menemukan informasikhusus dalam teksrecount yang berisitentang peristiwa masalampau yang telahdibaca.
4. 4.15 Menyusun teks recount tulis, 4.15.1 Menyusun ulang teks
pendek dan sederhana, tentangkegiatan, kejadian, peristiwa,dengan memperhatikan fungsisosial, struktur teks, dan unsurkebahasaan yang benar dansesuai konteks.
singkat yang menceritakansuatu kejadian/ peristiwa.
4.15.2 Membuat teks singkat yangberisi tentang pengalamanpribadi denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuai konteksserta logis dan koheren.
C. Tujuan PembelajaranSetelah melaksanakan serangkaian kegiatan pembelajaran, peserta didik dapat:
Pertemuan Pertama
1. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan semangat.
2. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan serius.
3. Menyapa guru dan teman menggunakan Bahasa Inggris yang berterima.
4. Menggunakan Bahasa Inggris yang berterima dalam berpamitan pada guru
dan teman.
5. Menjawab atau menjelaskan pertanyaan teman yang kurang paham dengan
konteks/materi ungkapan sapaan dan pamitan dan responsnya.
6. Menjawab sapaan guru dan teman menggunakan Bahasa Inggris yang
berterima.
7. Menjawab ungkapan pamitan guru dan teman menggunakan Bahasa Inggris
yang berterima.
8. Mengidentifikasi fungsi sosial recount text dalam teks singkat.
9. Mengidentifikasi struktur recount text dalam teks singkat.
10. Mengidentifikasi penggunaan kata ganti yang tepat.
11. Mengidentifikasi unsur kebahasaan seperti penunjuk waktu (Monday, exacty
at four, before sunrise dan Sunday afternoon) dan penghubung waktu (first,
then, after that, before) dalam recount text.
12. Melengkapi teks singkat yang menceritakan tentang pengalaman pribadi yang
berkesan.
13. Membuat teks singkat tentang pengalaman pribadi yang berkesan dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
Pertemuan Kedua1. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan semangat.
2. Melaksanakan setiap kegiatan yang diberikan oleh guru dengan serius.
3. Menyapa guru dan teman menggunakan Bahasa Inggris yang berterima.
4. Menggunakan Bahasa Inggris yang berterima dalam berpamitan pada guru dan
teman.
5. Menjawab atau menjelaskan pertanyaan teman yang kurang paham dengan
konteks/materi ungkapan sapaan dan pamitan dan responsnya.
6. Menjawab sapaan guru dan teman menggunakan Bahasa Inggris yang
berterima.
7. Menjawab ungkapan pamitan guru dan teman menggunakan Bahasa Inggris
yang berterima.
8. Mengidentifikasi fungsi sosial tentang kejadian masa lampau dan pengalaman
pribadi.
9. Mengidentifikasi unsur kebahasaan seperti penggunaan simple past tense dan
past continous tense dan kata kerja aktif
10. Mengidentifikasi generic structure teks tentang kejadian masa lampau dan
pengalaman pribadi dalam teks singkat.
11. Mengidentifikasi unsur kebahasaan seperti penunjuk waktu, penghubung
waktu dalam teks pengalaman pribadi dan kejadian masa lampau.
12. Mengidentifikasi penggunaan kata kerja dalam recount text.
13. Melengkapi teks singkat tentang pengalaman pribadi dan kejadian masa
lampau.
14. Membuat teks singkat tentang pengalaman pribadi dan kejadian masa lampau
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
Pertemuan Ketiga
1. Mengikuti semua aktivitas yang diberikan oleh guru dengan semangat.2. Memiliki semangat yang lebih untuk belajar bahasa inggris khususnya berbicara.3. Berdiskusi secara santun untuk menemukan jawaban atas kesulitan selama
pembelajaran tentang pengalaman berkesan.4. Berdiskusi secara santun untuk menemukan jawaban atas kesulitan selama
pembelajaran tentang pengalaman berkesan.5. Bertanya secara santun terhadap kesulitan yang dihadapi selama pembelajaran
tentang pengalaman berkesan.6. Bertanya secara santun terhadap kesulitan yang dihadapi selama pembelajaran
tentang pengalaman berkesan.
D. Materi Pembelajaran
Teks tulis tentang:a. Pengalaman liburan.b. Pengalaman yang tak terlupakan.
1. Fungsi sosialMenceritakan, melaporkan, meneladani dan membanggakan pengalaman .
2. Struktur teks- deskripsi tentang orang yang terlibat- menguraikan secara runtut kejadian yang telah terjadia. Last saturday I went to the mountain with my friends, they wereRudi, Joni and Rinib. After climbed the mountain we took a rest in the nearest hut. Finallywe decided to come back home because we were very tired.
3. Unsur kebahasaana. Kata kerja simple past tense dan past continous tenseb. Kata kerja aktif (menunjukkan tindakan atau kegiatan)c. Adverbia penghubung waktu : first, then, before, finally, etc.d. Adverbia penunjuk waktu : yesterday, last month, an hour ago, etc.e. Penggunaan kata ganti : those, their, my,etc.f. Penyebutan kata benda singular dan plural baik yang beraturan(pakai-s) maupun yang tidak (seperti children).g. Ejaan, tanda baca dan tulisan tangan
E. Sumber/Media Pembelajaran
I. Sumber:Kementerian Pendidikan dan Kebudayaan. 2014. “When English Rings aBell”. Jakarta: Kementerian Pendidikan dan Kebudayaan
II. Media Pembelajaran :Hand out, White Board, Board marker, Laptop, LCD, Comic Strips.
F. Metode PembelajaranPendekatan : Scientific Approach
G. Langkah Pembelajaran
Pertemuan PertamaFASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a. Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa Inggris agar EnglishAtmosphere dapat langsung tercipta di pertemuanpertama.
b. Guru mengkondisikan suasana belajar yangmenyenangkan.
c. Guru memeriksa kehadiran siswa.d. Guru mendiskusikan kompetensi yang sudah
dipelajari dan dikembangkan sebelumnyaberkaitan dengan kompetensi yang akandipelajari dan dikembangkan;
e. Guru menyampaikan kompetensi yang akandicapai dan manfaatnya dalam kehidupan sehari-hari.
f. Guru menyampaikan garis besar cakupan materidan kegiatan yang akan dilakukan.
g. Guru menyampaikan lingkup dan teknik penilaianyang akan digunakan.
10 menit
Inti a. Mengamati
Siswa membaca comic strips beserta teksrecount yang berisi tentang peristiwamengesankan yang telah disiapkan oleh guru.
Siswa mendengarkan penjelasan mengenairecount text yang berisi peristiwamengesankan oleh guru secara lisan.
Siswa mengamati penjelasan mengenaidefinisi, tipe dan bentuk-bentuk dari recounttext.
Para siswa menuliskan hal-ikhwal yangbelum diketahui berkaitan denganmenuliskan teks recount yang melibatkanperistiwa mengesankan.
b. Menanya
Dengan bimbingan dan arahan guru, siswamerumuskan pertanyaan terkait denganfungsi sosial dalam recount text yang berisiperistiwa mengesankan.
Dengan bimbingan dan arahan guru, siswamerumuskan pertanyaan terkait denganstruktur teks dari recount text yang berisiperistiwa mengesankan.
Dengan bimbingan dan arahan guru, siswamerumuskan pertanyaan terkait dengan unsurkebahasaan seperti kata penghubung danpenanda waktu (yesterday, in Monday, last
10 menit
20 menit
month, etc.) serta kata kerja besertapenggunaannya terkait dengan struktur teksdari recount text yang berisi peristiwamengesankan.
Dengan bimbingan dan arahan guru, siswamerumuskan pertanyaan terkait dengan kosakata terkait dengan struktur teks dari recounttext yang berisi peristiwa mengesankan.
c. Mengumpulkan informasi
Siswa mencari kata-kata sulit dalam recounttext dan menemukan artinya dalam kamus.
Siswa mencari berbagai cara untukmenceritakan peristiwa mengesankan selainyang dicontohkan oleh guru.
Siswa menemukan cara menceritakankejadian masa lalu selain dari teks recountyang telah diberikan oleh guru.
Siswa menulis berbagai cara untukmenceritakan peristiwa masa lalu hasil daripekerjaan temannya di papan tulis yangsudah benar.
Siswa mengidentifikasi tata bahasa dalamrecount text mengenai penggunaan katakerja.
Siswa mengidentifikasi unsur kebahasaanyang berhubungan dengan penggunaan katapenghubung dalam recount text.
d. Menganalisis data
Secara berpasangan, siswa menjawabpertanyaan tentang isi teks dari teks recountyang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang fungsi sosial teks recountyang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang struktur kalimat dari teksrecount yang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang unsur kebahasaan dariteks recount yang telah dibaca.
Secara berpasangan, siswa menjawabpertanyaan tentang tata bahasa dari teksrecount yang telah dibaca.
Siswa meminta bantuan guru bilamemerlukannya.
10 menit
15 menit
Penutup a.Peserta didik bersama guru menyimpulkanpembelajaran.
b.Peserta didik melakukan refleksi terhadapkegiatan yang sudah dilakukan.
c.Guru memberikan pertanyaan untuk mengetahuiapakah siswa sudah memahami topik dipertemuan kali ini.
d.Guru dan peserta didik mengucapkan salamperpisahan.
10 menit
Pertemuan 2
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a.Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa Inggris agar EnglishAtmosphere dapat langsung tercipta di pertemuanpertama.
b.Guru mengkondisikan suasana belajar yangmenyenangkan.
c.Guru memeriksa kehadiran siswa.d.Guru mendiskusikan kompetensi yang sudah
dipelajari dan dikembangkan sebelumnyaberkaitan dengan kompetensi yang akandipelajari dan dikembangkan;
e.Guru menyampaikan kompetensi yang akandicapai dan manfaatnya dalam kehidupan sehari-hari.
f. Guru menyampaikan garis besar cakupan materidan kegiatan yang akan dilakukan.
g.Guru menyampaikan lingkup dan teknikpenilaian yang akan digunakan.
10 menit
Inti e. Mengkomunikasikan Siswa membentuk kelompok dari dua
pasangan lalu mempresentasikan jawabanterhadap pertanyaan-pertanyaan yang telahdirumuskan melalui wakil kelompok.
Siswa menerima umpan balik dan/ataupenguatan (isi, fungsi sosial, struktur, danunsur kebahasaan teks) dari guru.
f. Mencipta Siswa menyusun kalimat acak yang berisi
tentang pengalaman pribadi yang takterlupakan menjadi sebuah kalimat yangbenar.
Siswa membuat teks singkat yang berceritapengalaman pribadi yang tak terlupakan.
Pemberian umpan balik secara lisan olehguru terhadap aktivitas yang dilakukan olehsiswa.
30 menit
30 menit
Penutup a.Peserta didik bersama guru menyimpulkanpembelajaran.
b.Peserta didik melakukan refleksi terhadapkegiatan yang sudah dilakukan
c.Guru memberikan pertanyaan untuk mengetahuiapakah siswa sudah memahami topik dipertemuan kali ini.
d.Guru dan peserta didik mengucapkan salamperpisahan.
10 menit
Pertemuan 3
FASE KEGIATAN PEMBELAJARAN WAKTUPendahuluan a.Guru masuk ke kelas dan langsung menyapa
menggunakan bahasa Inggris agar EnglishAtmosphere dapat langsung tercipta di pertemuanpertama.
b.Guru mengkondisikan suasana belajar yangmenyenangkan.
c.Guru memeriksa kehadiran siswa.d.Guru menyampaikan garis besar cakupan materi
dan kegiatan yang akan dilakukan.e.Guru menyampaikan lingkup dan teknik
penilaian yang akan digunakan.f. Guru menyiapkan peserta didik secara psikis dan
fisik untuk mengikuti tes.
10 menit
Inti f. Mencipta
Siswa menyusun kalimat acak yang berisitentang pengalaman pribadi yang takterlupakan menjadi sebuah kalimat yangbenar.
Siswa membuat teks singkat yang berceritapengalaman pribadi yang tak terlupakan.
Pemberian umpan balik secara lisan olehguru terhadap aktivitas yang dilakukan olehsiswa.
60 menit
Penutupan a.Peserta didik bersama guru menyimpulkanpembelajaran.
b.Peserta didik melakukan refleksi terhadapkegiatan yang sudah dilakukan
c.Guru memberikan pertanyaan untuk mengetahuiapakah siswa sudah memahami topik dipertemuan kali ini.
d.Guru dan peserta didik mengucapkan salamperpisahan.
e.Guru menjelaskan rencana kegiatanpembelajaran yang akan datang.
10 menit
H. Penilaian (Instrumen penilaian terlampir)
1. Penilaian sikap2. Penilaian pengetahuan3. Penilaian keterampilan
Gatak, 28 September 2016
Guru Mata Pelajaran Peneliti
Diah Rahmawati, S.Pd Unik Fadillatus Salimah
Task 1
Look and read the following comic strips below.
Yesterday I went to asupermrket. I came to thebathroom and I was shockedof what I found there.
First I enteredthe door and Ifound a messyroom here.
Then I looked for a mirrorand there was no mirrorthere
After that I tried to usethe closet. But thewater didn’t flow.
Finally I was hopeless and Itried to use a tool to makethe water flow. But it wasuseless
The last thing I did wasusing the handsoap. Andagain it made me angrybecause it spurtedaround.
That was my terrible day andI went out from the toiletsoon
Text Sub-questions“DIRTY BATHROOM”
Yesterday I went to a supermarket nearthe downtown. There I bought some snacksand food, but there was an annoying situationwhen I was there.
It started when I came to the bathroomto wash my hand. My first impression when Ientered the bathroom was bad. There weresome trash and dirty tissue around me. Thegarbage was also full of trash and it was verymessy room I ever visit. Then I looked for amirror and it was not there. So I just cleanmy hand and ready to leave the room. Afterthat I looked for the tissue to clean my wethands, but it didn’t exist. Then I had an ideato clean them all because I attempted to usethe closet. After I already finished cleaningmy hand I was going to used the soap. But itmade my clothes dirty due to the handsoapspurted around my clothes.
That was a worst experience I ever hadand I will never forget that moment to remindme for cleaning my own bathroom everyday.
Orientation
1. Who. (Me)
2. Where. (public bathroom)
3. When. (Yesterday)
What are the events
1. Entering the bathroom
2. Looking for the mirror
3.
4.
5.
collecting Analyzing Communicating
Task 2
Underline the difficult words from the recount text above and find their meaning in thedictionary.
Difficult words Indonesian
Task 3
Study following sentence connectors then find the meaning of each word.
Dan
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Pertama,Kedua
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Contohnya
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Karena
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Task 4
In pairs, fill in the blanks with suitable connectors (e.g. finally, then, after that, next, etc.).
I had a terrible experiencewhen I went to schoolyesterday
I woke up an hour latebecause my alarm clockdidn't go off. So I ran quiclywithout making a breakfast
I ran out of the house tryingto get the 7:30 bus. But therewas no one here
Then I decided to runbecause I would be late I kept my running to be
faster, but I was very tired
I had no chance and all Ihad to do was keeprunning
Finally I arrived to the school. I was in hurryand I went inside directly
I walked to the hall but it was empty. ThenI realized that it was Sunday
I had a terrible day yesterday. It made me so hopeless at that time .(1)........, I woke up anhour late because my alarm clock didn't go off. (2)........., I was in such a hurry so I was notmaking the breakfast. (3)........ breakfast, I got dressed so quickly that I forgot to wear socks.(4)........., I ran out of the house trying to get the 7:30 bus, (5)..... of course I missed it. I hadno choice, (6)..........I decided to run. I kept my running to be faster, but I was very tired.(7)........, I arrived at school (8)...........,I walked to the hall but it was empty. (9)..........,Irealized that I walked the three miles to my school only to discover that it was Sunday! Ihope I never have a day as the one I had yesterday.
What are the events Orientation1.
2.
3.
4.
5.
1. Who.
2. Where.
3. When
Task 5
Study following sentence connectors then find the meaning of each word.
Past Progressive Tense
Rumus:Positif : S + was/were + V-ingNegatif : S + was/were + not +V1-ing Tanya : Was/were + S +V1-ing
Past Progressive Tense digunakan untuk menyatakan kejadian pada masa lampau atausedang terjadi pada masa lampau.
Contoh:I was studying English when you came.You were taking a bath when I called you.
REGULAR VERB
Invinitive Past simple Past participleplay play (-ed) Play (-ed)move Move (-d) Move (-d)burn Burnt (-t) Burnt (-t)
IRREGULAR VERB
INFINITIVE PAST SIMPLE PAST PARTICIPLEbe (is/am/are) was/were beenfind found foundedbecome became becomebegin began beguncatch caught Caughtchoose chose Chosengo went Wentkeep kept Kept
Task 6
Change the negative and interrogativesentences into Past Progressive.
1. You are/were studying last night.(-)(?)
2. She is/was singing in the concert lastweek.(-)(?)
3. You were/are watching film yesterday.(-)(?)
4. They were/are crying yesterday.(-)(?)
5. We are/were going to the library lastnight.(-)(?)
Task 7
Study following singular and plural nouns thenanswer the questions!
Singular and plural nouns
A noun names a person, place, thing, or idea.
Some nounshavedifferentplural forms.
Nouns endingin vowels likey or o do nothave definiterules.
A few nounshave thesame singularand pluralforms.
child –children woman –
women man – men mouse –
mice goose –
geese
baby –babies toy – toys kidney –
kidneys potato –
potatoes memo –
memos stereo –
stereos
sheep –sheep deer – deer series –
series species –
species
For theplural formof mostnouns, add s.
For nounsthat end inch, x, s, ors sounds,add es.
For nounsending in for fe,change f tov and addes.
bottle –bottles cup – cups pencil –
pencils desk –
desks sticker –
stickers window –
windows
box – boxeswatch –
watches moss –
mosses bus – buses
wolf –wolves wife – wives leaf – leaves life – lives
Choose the correct form of the noun in each sentence.
1) I have three (child, children).2) There are five (man, men) and one (woman, women).3) (Baby, Babies) play with bottles as toys.4) I put two big (potato, potatoes) in the lunch box.5) A few men wear (watch, watches).6) I put a (memo, memos) on the desk.7) I saw a (mouse, mice) running by. 8) There are few (bus, buses)
on the road today
Task 8
Please read the comic strips below and choose the correct answer based on the story.
I have an enjoyablemoment when I came toNaruto’s birthday party
I met my friends there.Then I talked to sakura,she was my best friend
After that, I moved to thefrontyard to watch myfriend playing volleyball
Then I came inside whereharry was celebrating hisbirthday by cut the tartand ate it together
After that. We played aroundtogether. We enjoyed themoment by watching themagic exibithion
All of myfriends werevery happy.So doesNaruto
Next, I moved to the backyard for makingsome barbeque. There was sakura, and Italked to her again
Finally the party was over andthe guests were back to theirhouse. That was the enjoyablemoment. I hope I could get thismoment again
Naruto’s Birthday Party
Last week I went to Naruto’s birthday party. There were so much enjoyablemoment I had there.
First I came to harry’s house, there I met Sakura my best friend. I talked to herfor a while. Then I move to the backyard where I watched my friends were playingvolleyball. After that I came inside to see Harry celebrated his birthday moment. Hecut the tart and he shared it to all of his friends including me. And we eat it together.After the celebration was over we enjoyed te moment by watching the magicexibithion. We were so happy about it, so did Harry. Next I moved to the backyard formaking the Barbeque. There, I met Sakura again, and I talked to her again. We werecooking each other and it was an interesting moment. We share a lot of stories andexperiences. Finally the party was over and all of guests were about to went back totheir home.
That was the enjoyable moment I could share, and I hope I could get amoment like this sooner.
1. When was the events happened?A. At 5.12. C. Last week.B. Yesterday. D. A year ago.
2. Who had the birthday party?A. Harry.B. Neighbour.C. Grandfather.D. People around him.
3. Who was the author’s best friend?A. Harry’s parents.B. Harry.C. Luisa.D. John
4. Who were playing the volleyball?A. Harry.B. Luisa.C. Writer’s friend.D. Harry’s parents.
5. Which of the following is not true according to the text?A. The writer was trying to eat.B. The writer brought a watch.C. The writer was attending the birthday party.D. The writer didn’t come to the dinner.
6. What kind of exibithion the writer had?A. Funny.B. Magic.C. Sport.D. Cuisine.
7. What does the first sentence tell you?A. The problem that the writer met.B. The funny thing in the story.C. The opening of the story.D. The past event.
8. “I talked to her for a while.”The underlined word refers to …
A. Parents.B. Writer.C. Luisa.D. The Family.
9. “Finally the party was over”What is the closest meaning of the underlined word?
A. Finished.B. Scary.C. Start.D. Ideas.
10. What happened after the party was over?A. He met Luisa.B. All of guests were leaving.C. He found Harry.D. He was back again.
Pertemuan 2
Task 1
Below are the recount text that illustrate past experience, rearrange the sentences into agood text.
Lebaran Journeya. We left our house at about 5 o’clock in the morning. We took a taxi to the
railway station.b. Finally, our train came. All of us rushed to get on the train.c. Last Lebaran, my family and I went to our hometown. We decided to take a
train because it is more comfortable.d. It took about 5 to 7 hours to get to our hometown. We enjoyed our journey.e. We took a carriage no 3 according to our tickets.f. But our train was late for about fifteen minutes, so we had to wait a bit longer.g. After finding our seats, we sat comfortably.h. We arrived at the station at six our train would leave at 6.40.
Adapted from: http://www.englishholiday.blogspot.com
Task 2
Rearrange the sentences so that you can have a good recount.
“EMBARRASING MOMENT AT THE LIBRARY”
I have a funny experience when I went to the library.
I was reading a book and the book was so funny because
I took it from the comedy section.
It made me laugh but I realized that I was in the library, so I couldn’tlaugh.
Then I decided get out from library for a while, it was about fiveminutes.
Then I went for laugh loudly outside.
There were some people staring at me and they were curious about me.
After laughing loudly I came back again inside to continue reading thebook again.
That was ridiculous experience I ever did.
Task 3
Put the Order of comic strips below into a suitable story.
After ran about 2 kilos, I felttired and I walked slowly byclosing my eyes. Then I ran to the small way
to get home earlier, but Ilost to a big garden
I was very shocked and myheart was beating so fastbecause there was a dogbarkred at me
Whooffwhooff
Last year I had a terribleexperiences when I wentback to my home aftervisiting my friend house
Then I realizedthat I was inthe cemeter. I wa shockedand I want scream at thetime
At first I passed thedowntown where there wasno one at the street at 11.00PM
Finally I arrived at the town again to avoid the scaryplace. That was the scaries moment I ever had. Iwish I never get the moment like this anymore
Pertemuan 3
Task 1
Write the recount text based on the Comic Strips below.
Hello my name isItachi
I have an unforgotable momentwhen I went camping with myuncle Itachi.
First, we .....the picnicstuff and myuncle told mehe would takethe sauce forcooking
I felt lonely so ...... to playsomething. Then I .....uncle’s fishing rod
And I ...... an idea to take thefishing rod while I ....... forhim
It was a perfect day. I ......fishing in a ship.
But then uncle itachi was afraidbecause I didn’t get back to the picniccamp
I ...... my night by lost in a jungle and Iwas .......... I looked for a help. But no onewas there. Finally uncle ........ me soon. I ....... to uncle for keep staying at the camp.
That was my ............ moment I had
Text Sub-questions
“LOST IN THE PARK”
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Orientation
1. Who.
2. Where.
3. When.
What are the events
1.
2.
3.
4.
5.
Task 2
Make your own unforgettable experience individually.
APPENDIX F
STUDENTS’ WRITING